STROLLING THROUGH THE
MATCH
2015-2016
The FUTURE is yours to
discover. EXPLORE your
options to find your MATCH.
Contact your designated dean’s office for key ERAS and
NRMP timelines
Contact your designated dean’s office to receive your ERAS
token and applicant instructions
Request application materials from programs not
participating in ERAS
APR
MAY
JUNE
AUG
NOV
DEC
JAN
FEB
MAR
ERAS® = Electronic Residency Application Service
MSPE = Medical student performance evaluation
NRMP® = National Resident Matching Program®
SOAP = Supplemental Offer and Acceptance Program
USMLE = United States Medical Licensing Examination
X X
OCT
MATCH DAY (third Friday in March) for Main Residency Match.
Dates vary for fellowship matches.
SEPT
X
JULY
SOAP process opens — Monday of Match Week
Submit rank order list
Send follow-up correspondence
Interview at programs
Schedule program interviews
Apply to programs (opens September 15)
October 1 – Uniform release date for dean’s letter/MSPE Request dean’s letter/MSPE, transcript, letters of references
are sent to programs not participating in ERAS
Register with NRMP (opens September 15)
Request and assign USMLE transcripts and letters of recommendation
and personal statement(s) using Documents feature of MyERAS
Complete profile on MyERAS application
Register with MyERAS (MyERAS opens July 1 for all applicants)
Contact residencies for program information, requirements,
and deadlines
Arrange MSPE interview (depending on your school’s schedule)
Finalize senior electives
Review specialty and residency materials
(check with your dean’s office for specific recommendations) Suggested Timeline
April (Junior Year) – March (Senior Year)
GENERAL RESIDENCY APPLICATION TIMELINE AND CHECKLIST
The American Academy of Family Physicians (AAFP) is very pleased to provide you with this
copy of Strolling Through the Match, a guidebook to residency selection. Additional copies of
this product are available upon request by calling (800) 944-0000. This guide and other student
and residency resources are available at www.aafp.org/fmig and www.aafp.org/strolling.
Acknowledgments
The materials in this resource were initially developed in 1979
by the students of the Family Practice Student Association at
the University of Tennessee in Memphis, with support from
the department of family medicine, and are revised annually
by the AAFP. They have been reviewed for consistency and
applicability to the career-planning objectives of most medical
students, regardless of specialty interest or medical school.
The AAFP also recognizes the following individuals and
organizations for their contributions:
Electronic Residency Application Service (ERAS®)
Franklin E. Williams, MEd
National Resident Matching Program® (NRMP®)
Shadyside Hospital Family Practice Residency Program
Thornton E. Bryan, MD
Gretchen Dickson, MD
Robert McDonald, MD
Copyright 2015 by the American Academy of Family Physicians,
Medical Education Division
All users of Strolling Through the Match (student, faculty, or otherwise) are invited to give us their
feedback regarding the usefulness of this material at www.aafp.org/strollingeval.
The Medical Student’s Guide to Residency Selection 2015–2016
1
TABLE OF CONTENTS
General Residency
Application Timeline
and Checklist. . . . . . . . . . . . inside front cover
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . 3
The Electronic Residency
Application Service . . . . . . . . . . . . . . . . . . 4
Section 4 — Selecting a Program
Residency Selection Steps. . . . . . . . . . . . . . . . 42
Additional Tips . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Section 5 — The Interview Process
The Residency Interview. . . . . . . . . . . . . . . . . . 48
Before the Interview. . . . . . . . . . . . . . . . . . . . . . 48
Elements of the Interview. . . . . . . . . . . . . . . . . 50
Questions to Consider Asking
at the Interview . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Post-Interview Etiquette. . . . . . . . . . . . . . . . . . . 52
Follow-Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Section 1 — Choosing a Specialty
The Next Step. . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Factors to Consider When Choosing
a Specialty. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Sample Checklist. . . . . . . . . . . . . . . . . . . . . . . . 54
Suggested References . . . . . . . . . . . . . . . . . . . 12
Patient-Centered Medical Home (PCMH)
Questions to Ask Residency Programs . . . . . 57
How to Obtain Specialty Information
Within Your Medical School. . . . . . . . . . . . . . . 13
Department Information Form for Residency
and Specialty Information. . . . . . . . . . . . . . . . . 14
Types of Residency Training Programs . . . . . 15
Overview of Positions in Residencies. . . . . . . 18
Other Types of Training Programs. . . . . . . . . . 19
National Medical Specialty Societies . . . . . . . 20
Section 2 — IMG Resources
Who is an International Medical Graduate?. . 26
The Certification Process. . . . . . . . . . . . . . . . . 27
Section 3 — Preparing Your
Credentials
The Curriculum Vitae. . . . . . . . . . . . . . . . . . . . . 32
Tips to Help You Get Started. . . . . . . . . . . . . . 32
Residency Program Evaluation Guide . . . . . . 55
The Global Health Experience:
Finding the Right Residency Program . . . . . . 58
Section 6 — The Match:
What It Is and How It Works
What is the Match?. . . . . . . . . . . . . . . . . . . . . . . 62
All-in Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
How the Matching Algorithm Works. . . . . . . . 65
Section 7 — The SOAP–Supplemental
Offer and Acceptance Program
What is the SOAP?. . . . . . . . . . . . . . . . . . . . . . . 72
Section 8 — Resources
Resources and References . . . . . . . . . . .. . . . 76
Sample Curriculum Vitae . . . . . . . . . . . . . . . . . 35
How to Write a Personal Statement. . . . . . . . . 36
Tips on Letters of Reference . . . . . . . . . . . . . . 37
The Medical Student Performance
Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
2
Strolling Through the Match
INTRODUCTION
We developed Strolling Through the Match to
help you make appropriate decisions about
your professional career and learn more
about the process of getting post-graduate
training. This guidebook emphasizes a
practical approach and encourages you to
gather and summarize specialty information,
establish timelines, and organize checklists and
reference materials.
This guidebook is not a publication of the
National Resident Matching Program® (NRMP®)
or the Electronic Residency Application
Service (ERAS®), nor was it developed under
their auspices. The material is intended to
complement the information about residency
selection provided by the NRMP and ERAS to
medical students.
ERAS
Special information on the ERAS is
provided throughout this guidebook.
If you plan to apply for residency or
fellowship training in one of the
specialties using ERAS, please
carefully read the sections on ERAS.
Though most do, not all of the training
programs within the ERAS specialties will
accept applications via ERAS. You will be
required to submit paper applications to
programs that do not participate in ERAS.
Contact the programs in which you’re
interested to find out the method for
applying to them.
The format of this guidebook is designed
to let you supplement this information with
locally derived materials. You may want to
add to or subtract from its contents to suit
your specific needs. We hope these materials
will complement and expand upon existing
programs on residency selection in various
medical schools. The AAFP invites and
welcomes your feedback on the usefulness of
this guide as it seeks to help the professional
development of future physicians.
The Medical Student’s Guide to Residency Selection 2015–2016
3
THE ELECTRONIC RESIDENCY APPLICATION SERVICE
The Electronic Residency Application Service (ERAS) was introduced by the Association of
American Medical Colleges in 1995 to automate the residency application process. The service
uses the Internet to transmit residency and fellowship applications, letters of recommendation,
deans’ letters, transcripts, and other supporting credentials from applicants and medical schools
to residency and fellowship program directors.
The ERAS has three distinct application season cycles during which applicants can
apply to residency or fellowship programs*:
Residency Cycle The allopathic medical residency match (applications to residency
programs accredited by the Accreditation Council for Graduate
Medical Education [ACGME]) opens for applicants on September 15.
The NRMP Main Residency Match occurs on the third Friday of the
following March, and residents begin training July 1.
July Start Cycle
Osteopathic internships and fellowship programs—those accredited
by the American Osteopathic Association (AOA)—receive applications
through the AOA Intern/Resident Registration Program, administered
by National Matching Services, Inc.
• The application cycle opens in June, interviews are conducted July
through January, and rank order lists are due in January.
• The osteopathic match is in February, and applicants begin training
on July 1.
• Fellowship specialties participating in this cycle usually have their
matches in December of the same year they begin receiving
applications. Fellows begin training July 1 of the following year.
December Start Cycle
Subspecialty fellowship programs begin receiving applications
on December 1. Formalized matches, for specialties that have them,
generally occur in May or June. Fellows applying to programs in these
specialties typically begin training a year later, in July.
*Individual residency programs may begin orientation earlier than the start date listed.
How Does ERAS Work?
ERAS allows the applicant, the applicant’s
medical school, and the programs to which
the applicant is applying to submit and access
application materials, including applications,
letters of recommendation, medical student
performance evaluations (MSPE), and
transcripts.
Applicants access ERAS through MyERAS and
use it to select programs to which they apply,
submit applications, and assign documents for
their medical school to provide.
Medical schools access ERAS through the
Dean’s Office Workstation (DWS) software,
4
which allows medical school staff to create
and assign ERAS tokens to applicants. These
tokens are required to register in MyERAS.
After an applicant has completed the
application in MyERAS, DWS allows medical
school staff to submit the corresponding
supporting documents (e.g., transcripts, letters
of recommendation) for the applicant.
Finally, programs access ERAS through the
Program Director’s Workstation to receive the
applicant’s materials and review, evaluate, and
rank the applicants. All of these transactions
occur through the ERAS PostOffice.
Strolling Through the Match
Advantages of Using ERAS
Flexibility: You decide how many personal
statements and letters of recommendation
you want to use in the application process,
and you assign these documents to individual
programs. You may want to designate that all
programs receive the same documents, or you
can customize documents for each program.
•Pathology
•Pediatrics (including Peds/Anesthesia, Peds/
Derm, Peds/EM, Peds/Genetics, Peds/
PM&R, Peds/Psych, Child and Adolescent
Psychiatry)
•Physical and Rehabilitative Medicine (PM&R)
•Plastic Surgery and Plastic Surgery Integrated
•Preventive Medicine (Public Health, General,
Occupational, and Aerospace)
•Psychiatry (including Psych/Neuro)
•Radiation Oncology
•Radiology–Diagnostic
•Surgery–General
•Thoracic Surgery
•Transitional Year
•Urology
•Vascular Surgery
Specialties Participating in the
2015-2016 Residency Cycle
(September)
Specialties Participating in the
2015-2016 Osteopathic Residency
Cycle (July)
•Anesthesiology
– Army and Navy Residency Programs
– Child Neurology
•Dermatology
•Diagnostic Radiology/Nuclear Medicine
•Emergency Medicine (EM)
•Emergency Medicine/Family Medicine
•Family Medicine
•Family Medicine/Internal Medicine
•Family Medicine/Preventive Medicine
•Family Medicine/Psychiatry
•Internal Medicine (IM) (including IM/
Anesthesia, IM/Derm, IM/EM, IM/Genetics,
IM/Neuro, IM/Peds, IM/Preventive, IM/Psych)
•Neurodevelopmental Disabilities
•Neurological Surgery
•Neurology
•Nuclear Medicine
•Obstetrics and Gynecology
•Orthopedic Surgery
•Otolaryngology
•Anesthesiology
•Dermatology
•Diagnostic Radiology
•Emergency Medicine
•Family Medicine/Emergency Medicine
•General Surgery
•Integrated Family Medicine/Neuromuscular
Medicine (NMM)
•Integrated IM/NMM
•Internal Medicine
•Internal Medicine/Emergency Medicine
•Internal Medicine/Pediatrics
•Neurological Surgery
•Neurology
•Neuromuscular Medicine and Osteopathic
Manipulative Treatment
•Obstetrics and Gynecology
•Ophthalmology
•Orthopedic Surgery
•Osteo Internship
•Otolaryngology and Facial Plastic Surgery
Efficiency: With ERAS, you don’t have
to complete an application and request
supporting materials for each program to which
you’re applying. You complete one application
and send it to all programs you’ve selected.
User friendliness: ERAS is very intuitive, and
the easy-to-follow instruction manual guides
you through the application completion process
with relative ease.
The Medical Student’s Guide to Residency Selection 2015–2016
5
•Pediatrics
•Physical Medicine and Rehabilitation
•Proctology
•Psychiatry
•Public Health and Preventive Medicine
•Traditional
•Urological Surgery
Steps in the ERAS Process
for Residency Applicants
STEP 1
The vast majority of residency programs
participate in ERAS for applications. You can
visit program websites to learn about their
requirements and application mechanism
(ERAS or outside), as well as if they have any
additional requirements or requests that fall
outside of this application system. Although
MyERAS displays programs that have indicated
they will receive applications through ERAS,
some may change their processes after the
ERAS software has been released, so it is
important for you to know how the programs in
which you’re interested are taking applications.
STEP 2
Medical students and graduates from the United
States should contact the dean’s office at their
school of graduation to determine when ERAS
tokens will be available. International medical
graduates (IMGs) and Canadian applicants
should contact their designated dean’s office
to get procedures for obtaining an ERAS token.
Applicants should get an ERAS token and begin
completing applications as early as possible in
the Match season.
STEP 3
Go to the ERAS website (www.aamc.org/eras)
and complete your application and designation
list. The online help and residency application
checklist provided by ERAS will guide you
through the completion of the ERAS application
and the entire process.
6
STEP 4
Finalize application materials in preparation for
them to be sent to the programs you’ve chosen.
• Send a recent photograph to your designated
dean’s office for processing.
• Ask all letter of recommendation writers to
send letters to your designated dean’s office.
• Ensure that all segments of the application
have been completed and that your
designated list of programs is final.
STEP 5
Use ERAS’s Applicant Documents Tracking
System (ADTS) to confirm that supporting
documents were uploaded to ERAS and, later,
that documents are downloaded by programs.
Check your email frequently for requests for
additional information and invitations from ERAS
through ADTS. You may be able to communicate
directly with programs through an online portal
being piloted by ERAS starting in 2015. If this
portal is working properly, pay attention to
requests and responses you may receive directly
from programs through MyERAS.
Applying for a Fellowship
Eligibility for fellowship positions generally
requires completion of a residency program.
Contact the fellowship program for specific
requirements and instructions for applying.
Steps in the ERAS Process
for Fellowship Applicants
STEP 1
Contact programs directly to learn about
their participation status in ERAS, the ERAS
application cycle in which they are participating
(July cycle or December cycle), their program
requirements, and the mechanism (ERAS or
other) for applying to their programs.
STEP 2
Contact the ERAS Fellowships Documents
Office (EFDO) for an electronic token,
instructions for accessing MyERAS, and
information for completing the application
process using ERAS.
Strolling Through the Match
STEP 3
Go to the ERAS website (www.aamc.org/eras)
and complete your application and designation
list. Use online help and the Fellowship
Application Checklist to guide you through the
process of completing your ERAS application.
STEP 4
Use EFDO Online Services to submit your
medical student performance evaluation
(MSPE), medical school transcript, and a
photograph. Letters of recommendation may
be submitted through the ERAS LoR Portal.
Contact your medical school to determine its
policy on releasing medical school transcripts
and MSPEs. If your school will not release these
directly to you, it may submit directly to the
EFDO using its Medical Institution Document
Upload Service.
STEP 5
Use ERAS’s Applicant Documents Tracking
System (ADTS) to confirm that supporting
documents were uploaded to ERAS and, later,
that documents are downloaded by programs.
Check your email frequently for requests for
additional information and invitations from
ERAS through ADTS.
Fellowship Specialties Using ERAS
• Adolescent Medicine
• Allergy/Immunology
• Cardiovascular Disease
• Colon and Rectal Surgery
• Complex General Surgical Oncology
• Critical Care
• Endocrinology
• Female Pelvic Medicine and
Reconstructive Surgery
• Gastroenterology
• Geriatrics (FM and IM)
• Gynecologic Oncology
• Hematology
• Hematology/Oncology
• Hospice and Palliative
• Infectious Disease
• Interventional Cardiology
• Maternal–Fetal Medicine
• Medical Genetics
• Neonatal/Perinatal Medicine
• Nephrology
• Oncology
• Pain Medicine
• Pediatric Cardiology
• Pediatric Critical Care Medicine
• Pediatric Emergency Medicine
(ER and Peds)
• Pediatric Endocrinology
• Pediatric Gastroenterology
• Pediatric Hematology/Oncology
• Pediatric Infectious Disease
• Pediatric Nephrology
• Pediatric Pulmonology
• Pediatric Rheumatology
• Pediatric Surgery
• Pulmonary
• Pulmonary Disease/Critical Care Medicine
• Rheumatology
• Sleep Medicine
• Thoracic Surgery
• Vascular Surgery
• Vascular and Interventional Radiology
(Note that although most do, some programs
may not participate in ERAS. Contact the
programs you are interested in to learn about
their application procedures.)
MyERAS contains a list of programs you can
select to receive your application materials
electronically. Because ERAS is not the
definitive source for program participation
information, you should verify the application
process and deadlines for programs in which
you’re interested before you apply.
An online directory of all Accreditation
Council for Graduate Medical Educationaccredited programs is available at
acgme.org/ads/Public/Programs/Search.
An online directory of all American Osteopathic
The Medical Student’s Guide to Residency Selection 2015–2016
7
Association-accredited programs is available at
opportunities.osteopathic.org/. In addition,
some specialty-specific directories exist, such
as the AAFP’s Family Medicine Residency
Directory, which is searchable by location,
program size, community setting, program type,
benefits, and more. This directory is available at
nf.aafp.org/residencydirectory.
Students and graduates of U.S. allopathic and
osteopathic medical schools should contact the
dean’s office at their school of graduation for
ERAS information and processing procedures.
International medical graduates should
contact the Educational Commission for
Foreign Medical Graduates (ECFMG) early
for instructions about applying to residency
programs using ERAS. The ECFMG will
function as the designated dean’s office for
IMGs in ERAS. If you have questions, see
www.ecfmg.org/eras for details. Section
2 of Strolling Through the Match also has
information for IMGs.
Canadian applicants should contact the
Canadian Resident Matching Service
(CaRMS). Go to www.carms.ca.
Applicants interested in applying to fellowship
programs should go to the EFDO at
https://www.erasfellowshipdocuments.org
for information.
The Dean’s Office Workstation
The Program Director’s Workstation
The Program Director’s Workstation is
organized into electronic file folders by
applicant identification number. It is designed
to allow program administrators to efficiently
download and review residency applications.
Program directors use a variety of ERAS
features to review and evaluate the applications.
When you apply, it is important to use the same
name in both your ERAS application and your
NRMP application so programs can easily find
your application information.
Where Can I Find Additional Help?
Your dean’s office is always the first step
in resolving and troubleshooting problems.
MyERAS also offers online support to help
you while you’re using the software. It also
has an instruction manual that provides a
wealth of information. The ERAS website
(www.aamc.org/eras) has a frequently asked
questions (FAQ) section. Applicants also can
email myeras@aamc.org or call (202) 8626264 with questions not answered by the
ERAS FAQ. The phone line is staffed 8 a.m. to
6 p.m. ET, Monday through Friday. Additionally,
ERAS support may be accessed through the
online ERAS Support Forum
(https://www.aamc.org/students/
medstudents/eras/404324/support.html)
or through Twitter @ERASinfo.
The designated dean’s office (and the EFDO
for fellowship applicants) transmits your letters
of recommendation, MSPE, transcript, and
photograph to programs through the ERAS
PostOffice.
The EFDO and designated dean’s offices
determine their own procedures and timelines
for processing ERAS materials. Make sure you
understand and follow the procedures to
ensure your ERAS materials are processed in a
timely manner. If you have any questions about
the processing of your application, contact your
designated dean’s office.
8
Strolling Through the Match
choosing a specialty
SECTION 1
The Medical Student’s Guide to Residency Selection 2015–2016
9
FACTORS TO CONSIDER
WHEN CHOOSING A
SPECIALTY
This section provides information about various
specialties and resources for gathering additional
information to help you choose the specialty that
is right for you. The section includes:
• What do you value about the role
of a physician? Is it the intellectual
challenge, the ability to help others, the
respect it commands from others, the
security of the lifestyle, the luxury of
the lifestyle, or the ability to work
autonomously? Which aspects do you
value the most?
• A bibliography of books, websites, and articles
• What type of physician/patient relationship
do you find the most rewarding?
• A tool for getting information about different
specialties from clinical departments in your
medical school
• What type of lifestyle do you envision for
yourself (e.g., time for family, time for other
interests, income level)?
• A list of the different types of accredited
residency training programs
• In what type of community do you see
yourself practicing and in what type of
clinical setting?
• A list of specialty organizations that can
provide more information
You also can view this guide, along with other
specialty choice resources, on the AAFP
student website at www.aafp.org/strolling.
Choosing a specialty may be one of the most
difficult decisions you will make in your medical
career. It would be easy if you could somehow
transport yourself through time and preview
your career as a family physician, surgeon,
pediatrician, or radiologist. Instead, you and
other medical students must decide your
specialty based on the limited view you get
from clinical rotations. Often, those first clinical
experiences are so exciting and interesting that
you might think you’ll never decide which is the
right fit for you. A particularly exciting clinical
experience might convince some to pursue a
certain specialty, but most medical students
weigh several options after many clinical and
nonclinical experiences. Armed with a balanced
view of each specialty and an awareness of your
strengths and interests, you’ll find your way.
Making the decision begins with answers to
questions that determine your personal and
professional needs:
• What were your original goals when you
decided to become a physician? Are they
still valid?
10
• What skills (e.g., interpersonal, analytical,
technical) do you value the most in yourself,
and how do they affect your perception of the
specialty or specialties to which your abilities
are best suited?
• Are there particular clinical situations or
types of patient encounters that make
you uncomfortable or for which you feel
unsuited?
Answering these questions takes a great deal
of maturity and insight. Be completely honest
with yourself so that you will be confident
about your choices. There is a danger of either
overestimating or underestimating yourself,
so get feedback from people who know you
personally and professionally. Mentors are
a good resource during this phase of the
specialty selection process.
As you begin to form some ideas of the
career you would like to have, you’ll have new
questions about specific specialties and their
respective training programs. Take time to write
down what you already know about each of
the specialties in which you’re interested. Is the
information you have accurate and complete?
What else do you need to know? For each
specialty in which you are interested, consider
Strolling Through the Match
what you do and do not know about the
following:
Practice Characteristics
• Type and degree of patient contact
• Type and variety of patients, including ages,
gender, conditions
• Skills required
• Disease entities and patient problems
encountered
• Variety of practice options available within
that specialty
• Research being done in that specialty
• Type of lifestyle afforded
Residency Training Programs
• Length of training
• Goals of training: What does residency
training prepare you to do?
• Availability of residency positions
(e.g., number of slots available, level of
competition for those slots)
• Differences between training programs within
the same specialty (e.g., geographic or
institutional differences)
• Potential for further training following a
residency (i.e., requirements for subspecialty
training or fellowship training)
Overall Outlook
• Availability of practice opportunities (e.g.,
amount of competition for patients or
practice sites, demand for these physicians)
• Current trends or recent changes in practice
patterns for that specialty (e.g., the effects
of cost of professional liability insurance,
changes in Medicare reimbursement policies,
health care reform legislation)
•F
oreseeable additions to the repertoire of that
specialty (e.g., new models of practice, new
technologies, new drugs, new techniques)
If you need help answering some of these
questions, you already have a great deal of
information at your fingertips. If your school has
a faculty advising system or a career advising
office, use it. Don’t hesitate to approach faculty
and other physicians with whom you have
established some rapport.
Seek physicians outside of your medical
school, particularly if you are not exposed
to physicians of all specialties. Look for
opportunities to observe care in non-academic
settings. You also should ask faculty for
recommendations and introductions to
physicians who have similar interests. Take
advantage of opportunities to meet with
physicians from various specialties, perhaps
at events or meetings sponsored by your
school (e.g., career days, hospital fairs). Often,
local medical societies or specialty societies
have meetings that are open to students.
Organizations such as the American Academy
of Family Physicians offer free memberships to
medical students.
National meetings, such as the AAFPsponsored National Conference of Family
Medicine Residents and Medical Students,
are also valuable sources of information about
specialty choice. Visit www.aafp.org/nc for
more information about the AAFP’s conference,
and visit other medical or specialty societies
for other opportunities. Attend meetings
hosted by student organizations and interest
groups at your school. You also can address
career issues with the American Medical
Association (AMA)-Medical Student Section,
American Medical Student Association,
Family Medicine Interest Groups (FMIGs), the
Organization of Student Representatives, the
Association of American Medical Colleges,
the Student National Medical Association, the
Latin American Medical Student Association,
the Asian Pacific American Medical Student
Association, and others represented at your
school.
The Medical Student’s Guide to Residency Selection 2015–2016
11
Using elective time to explore specialty options
can be extremely helpful, particularly if you
want more exposure to certain specialties.
You can choose an elective within your own
institution or an outside elective or clerkship.
Outside electives are also an opportunity to visit
a residency program in which you’re interested.
You can arrange a clerkship either with private
physicians in the community or at another
teaching institution. The clerkship can be purely
clinical or include a component of research,
community outreach, or leadership. Ask your
medical school advisor or student affairs office
for information about locally available clerkship
opportunities. Contact your local medical
society, national medical specialty societies,
area health education center, or other teaching
institutions (medical school departments or
residency programs) for information about
elective rotations. Go to the AAFP student
website at www.aafp.org/clerkships for a
directory of clerkships and electives in family
medicine and related clinical areas, including
rural medicine, sports medicine, global
medicine, hospice and palliative care, and
population and public health.
Plan your electives as early as possible.
Though your school’s curriculum may not
permit you to take elective time until your fourth
year, careful planning will let you assess your
specialty options before you begin the process
of residency selection.
The following references and list of
organizations may be useful. Several
publications regularly feature articles on career
selection, trends in specialties, and changes in
the types and number of residency positions.
Keep in mind that many sources may present
biased information. Generally, you can
resolve questions and concerns by looking
for common themes, then outlining pros and
cons. Only you know what is right for you,
and no amount of information from a single
source should determine your choice. Try to
get information from as many different sources
as possible, including: student colleagues,
12
senior medical students, residents, faculty
advisors, department chairs, physicians in
private practice, relatives, friends, and medical
organizations.
Avoid making assumptions; develop a broad
and well-balanced picture of the specialty you’re
considering. As with every other major decision
in your life, making this decision may come with
a certain amount of doubt. However, if you’ve
approached the process with a willingness to
look at yourself honestly and if you’ve tried to get
the best available information, you can trust that
your decision will be a good one.
SUGGESTED REFERENCES
Books
Freeman BS. The Ultimate Guide to Choosing
a Medical Specialty, Third Edition. New York:
McGraw-Hill Medical; 2012.
• This resource profiles the major medical
specialties and gives insight into the
specialty decision-making process; written
by physicians from various specialties.
Iserson KV. Iserson’s Getting into a Residency:
A Guide for Medical Students, Sixth Edition.
Tucson, AZ: Galen Press, Student Ltd.; 2003.
• This step-by-step guide to the process of
selecting a medical specialty and obtaining
a residency position provides valuable
information on selecting a specialty, selecting
a residency program, and interviewing.
Taylor AD. How to Choose a Medical
Specialty: Fifth Edition. Minneapolis, MN:
Publish Green; 2012.
• This is a popular resource on the process of
choosing a specialty. It includes overviews
of key specialties, data regarding projected
supply and demand, and the economic
outlook for the specialty, as well as
information on residency training.
Strolling Through the Match
Choosing a Medical Specialty: The AMA’s
Resource Guide for Medical Students.
• This book provides an in-depth look at
major specialties and subspecialties. It is
designed to simplify medical students’ use
of resources in choosing a specialty, and it
includes match data and career information
statistics in individual specialties. Its content
is available online at the AMA’s website
(www.ama-assn.org/ama/pub/
education-careers/becoming-physician/
choosing-specialty.page). You can also
access much of the information through the
AMA’s Fellowship and Residency Electronic
Interactive Database Access (FREIDA
Online®).
Websites
Careers in Medicine (CiM), hosted by the
Association of American Medical Colleges
www.aamc.org/cim
Choosing a Specialty, hosted by the
American Medical Association
www.ama-assn.org/ama/pub/educationcareers/becoming-physician/choosingspecialty.page
Fellowship and Residency Electronic
Interactive Database Access (FREIDA Online),
hosted by the American Medical Association
www.ama-assn.org/go/freida
Leigh JP, Kravitz RL, Schembri M, Samuels SJ,
Shanaz M. Physician career satisfaction across
specialties. Arch Intern Med. 2002;162(14):1577-1584.
Rabinowitz HK, Paynter NP. msJAMA: The
rural vs urban practice decision. JAMA.
2002;287(1):113.
Schafer S, Shore W, Hearst N. msJAMA: Is
medical school the right place to choose a
specialty? JAMA. 2001:285(21):2782-2783.
HOW TO OBTAIN SPECIALTY
INFORMATION WITHIN YOUR
MEDICAL SCHOOL
The departments within your own medical
school are primary and accessible sources
of information about various specialties
and residency programs. The Department
Information Form on the following page
provides an example of the information you
might want from various departments in your
medical school as you begin to think about
specialty selection. Consider compiling all the
information from departments for use by other
medical students. The form on the next page
contains questions to ask faculty advisors,
attending physicians, and other physicians
with whom you have occasion to discuss your
career plans.
Medical School & Residency, hosted by the
American Academy of Family Physicians
www.aafp.org/med-ed
Medical Specialty Aptitude Test, hosted by
Peter Filsinger, MD, et al.
www.med-ed.virginia.edu/specialties/
Journal Articles
Green M, Jones P, Thomas J, Jr. Selection
Criteria for Residency: Results of a National
Program Directors Survey. Acad Med.
2009;84(3):362-367.
The Medical Student’s Guide to Residency Selection 2015–2016
13
DEPARTMENT INFORMATION FORM FOR RESIDENCY
AND SPECIALTY INFORMATION
Department __________________________________________________________________________________
Telephone Number ____________________________________________________________________________
Faculty Resource Person _______________________________________________________________________
Title _________________________________________________________________________________________
1. Does your specialty match early?
_____________________________________________________________________________________________
2. Do programs in your specialty use ERAS?
_____________________________________________________________________________________________
3. Does the department provide advising on specialty selection and/or resources about the specialty?
_____________________________________________________________________________________________
4. What advice would you give a student who is interested in pursuing a career in your specialty?
_____________________________________________________________________________________________
5. What is the long-range outlook for graduates in your specialty?
_____________________________________________________________________________________________
6. What is your specialty looking for in a resident?
_____________________________________________________________________________________________
7. What resources are available in your department to help students with residency location selection?
_____________________________________________________________________________________________
8. Do you have any advice for students about obtaining letters of recommendation from faculty
members in your department?
_____________________________________________________________________________________________
9. Can you comment on how competitive the residency programs in your specialty are?
_____________________________________________________________________________________________
10. Does your residency program provide international/underserved/rural/community rotations?
_____________________________________________________________________________________________
11. What portions of a candidate’s application do you consider most important?
_____________________________________________________________________________________________
12. What are you looking for in the interview?
_____________________________________________________________________________________________
13. What other comments do you have regarding your specialty?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
14
Strolling Through the Match
TYPES OF RESIDENCY TRAINING PROGRAMS
The following is a partial list of the types of accredited residency training available, with an indication
of the usual course toward completion of training in each specialty. There may be exceptions in
prerequisites or in years of training for individual residency programs within a given specialty. The
information is derived from the AMA’s Graduate Medical Education Directory (GMED).
SPECIALTY
Allergy and Immunology
DURATION OF TRAINING
Five years (Requires completion of three-year internal medicine or
pediatric residency, plus two years in an allergy and immunology
program.)
Anesthesiology Four years (Includes a transitional/preliminary year, plus a threeyear anesthesiology residency; or matching directly into a four-year
anesthesiology program.)
Cardiovascular Disease Six to eight years (Requires completion of a three-year internal medicine
residency, plus three to five years in a cardiovascular disease program.)
Colon and Rectal Surgery Six years (Requires completion of a five-year general surgery
residency, plus one year in a colon and rectal surgery program.)
Critical Care Medicine Five to six years (Requires completion of an anesthesiology or
surgery residency, plus one year in a critical care medicine program;
or completion of an internal medicine residency, plus two years
in a critical care medicine program; or completion of a pediatrics
residency, plus three years in a critical care medicine program.)
Cytopathology Four years (Requires three years prior graduate medical education,
plus one year in a cytopathology program.)
Dermatology Four years (Includes a transitional/preliminary year in an ACGMEaccredited program, plus a three-year dermatology residency; or
matching directly into a four-year dermatology program.)
Diagnostic Radiology Five years (Requires completion of a transitional/preliminary year;
or one year in an accredited training program, plus four years in a
diagnostic radiology program.)
Emergency Medicine Four years (Includes a transitional/preliminary year, plus a three-year
emergency medicine residency; or matching directly into a four-year
emergency medicine program.)
Endocrinology, Diabetes, and Metabolism Five years (Requires completion of a three-year internal medicine
residency and two years in an endocrinology, diabetes, and metabolism
program.)
Family Medicine Three years
Gastroenterology Six years (Requires completion of a three-year internal medicine
residency, plus three years in a gastroenterology program.)
General Surgery Five years
Geriatric Medicine Four years (Requires completion of three-year family medicine or internal
medicine residency, plus one year in a geriatric medicine program.)
Hematology Four years (Requires completion of a three-year internal medicine
residency, plus one year in a hematology program.)
The Medical Student’s Guide to Residency Selection 2015–2016
15
SPECIALTY
Hospice and Palliative DURATION OF TRAINING
Three-plus years (Requires completion of an ACGME-accredited
program in anesthesiology, emergency medicine, family medicine,
internal medicine, neurology, obstetrics and gynecology, pediatrics,
physical medicine and rehabilitation, psychiatry, radiation oncology, or
surgery, plus one year in a hospice and palliative medicine program;
accredited by the ACGME Review Committee for Family Medicine.)
Infectious Disease
Five years (Requires completion of a three-year internal medicine
residency, plus two years of fellowship training.)
Internal Medicine Three years
Interventional Cardiology
Seven years (Requires completion of a three-year internal medicine
residency, plus three years in a cardiovascular disease program, plus
one year in an interventional cardiology program.)
Medical Genetics
Four years (Requires completion of two years of ACGME-accredited
graduate training in a primary specialty, plus two years in a medical
genetics program; or matching directly into a four-year combined
medical genetics program, such as pediatrics/genetics or internal
medicine/genetics.)
Neurological Surgery Six years (Requires completion of one year of general surgery training;
typically includes a seventh year of training in a fellowship program.)
Neurology Four years (Requires completion of a transitional/preliminary year
in an accredited program, plus a three-year neurology program; or
matching directly into a four-year neurology residency.)
Nuclear Medicine Four or more years (Requires completion of a preliminary or
transitional year in an accredited program, plus three years in a
nuclear medicine residency; or completion of a five-year diagnostic
radiology residency, plus one year in a nuclear medicine residency; or
completion of a two-year nuclear medicine program after completion
of a residency program in another specialty.)
Obstetrics-Gynecology Four years
Oncology Five years (Requires completion of a three-year internal medicine
residency, plus two years in an oncology program.)
Ophthalmology Four years (Includes a transitional/preliminary year in an accredited
program, plus three years in an ophthalmology residency.)
Orthopedic Surgery Five years (Includes one year of general surgery and four years of
orthopedic education.)
Otolaryngology Five years (One year of general surgery training, plus four years
devoted to head and neck surgery training.)
Pain Medicine
Four-plus years (Requires completion of an anesthesiology, physical
and rehabilitative medicine, psychiatry, or neurology residency
program, plus one year in a pain medicine program.)
Pathology Four-plus years (Most residency programs are four years, but the
majority of pathologists subspecialize through fellowship training.)
Pediatrics Three years
Physical and
Rehabilitative Medicine Seven years (Requires completion of a transitional/preliminary year in
an accredited program, plus a three-year physical and rehabilitative
medicine program; or matching directly into a four-year physical and
rehabilitative medicine residency.)
16
Strolling Through the Match
SPECIALTY
Plastic Surgery DURATION OF TRAINING
Six-plus years (Requires six years in an integrated plastic surgery
residency program; or three years in an independent plastic surgery
program following completion of three years of clinical education in
a general surgery program, completion of a neurological surgery,
orthopedic surgery, otolaryngology, or urology residency [separate
requirements for individuals holding the DMD/MD or DDS/MD degree].)
Preventive Medicine Three years (Requires completion of at least one year of training in
family practice, internal medicine, pediatrics, obstetrics, or transitional
year program and two years in a general preventive medicine,
occupational medicine, or aerospace medicine residency that
includes a graduate degree for a Master of Public Health [MPH],
Master of Science [MS], or Master of Business Administration [MBA].)
Psychiatry Five years (Requires completion of a transitional/preliminary year
or PGY1 year in an accredited internal medicine, family medicine, or
pediatrics program, plus a three-year psychiatry program; or matching
directly into a four-year psychiatry residency.)
Pulmonary Medicine Five years (Requires completion of a three-year internal medicine
residency, plus two years in a pulmonary medicine program. Can also
combine with Critical Care Medicine by completing three years of
training after internal medicine.)
Radiation Oncology
Five years (Requires completion of a transitional/preliminary year;
or one year in an accredited training program, plus four years in a
radiation oncology program.)
Rheumatology Five years (Requires completion of a three-year internal medicine
residency, plus two years in a rheumatology program.)
Sleep Medicine Three-plus years (Requires completion of an ACGME-accredited
residency program in family medicine, internal medicine,
pulmonology, psychiatry, pediatrics, neurology, or otolaryngology,
plus one year in a sleep medicine program.)
Thoracic Surgery Six to eight years (Requires completion of a six-year integrated
thoracic surgery program; or completion of a five-year general surgery
program, plus two to three years in an independent thoracic surgery
program; or seven years in a dual surgery/thoracic surgery program.)
Urology Five years (Includes at least one year spent as a general surgery
intern and four years of clinical urology, with one of those years spent
as a chief resident.)
Vascular Surgery Five to seven years (Includes five years in an integrated vascular
surgery program that incorporates core surgical education; or
completion of a five-year general surgery residency, plus two years in
a vascular surgery program.)
A transitional or preliminary year is required for many medical specialties. One way to accomplish
this is to enter a transitional-year program, which is designed to provide a program of multiple
clinical disciplines to facilitate the choice of and/or preparation for a specialty. You can also spend a
preliminary year in a designated position (if you have already matched into a residency to follow that
clinical year) or in a non-designated position (if you have not already matched into a residency).
This information is derived from the Graduate Medical Education Directory, published by the AMA.
The directory contains the accreditation guidelines for residency training. Additional information
is available in Choosing a Medical Specialty: The AMA’s Resource Guide for Medical Students.
The Medical Student’s Guide to Residency Selection 2015–2016
17
Check your medical library for an updated hard copy of the directory or access the content via the
AMA website if you are an AMA member (www.ama-assn.org/ama/pub/education-careers/
becoming-physician/choosing-specialty.page).
OVERVIEW OF POSITIONS IN RESIDENCIES
The various types of residencies are diagrammed below. The length of each bar represents the years
of training required for certification by the specialty boards. These are unofficial assignments derived
from published materials and are offered only for information. Consult the current FREIDA Online or
the Accreditation Council for Graduate Medical Education for official requirements. There are more
than 9,300 residency and fellowship graduate medical education programs, and more than 100
combined specialty programs included in FREIDA Online.
1
2
3
4
Family Medicine*
Pediatrics
Internal Medicine
5
6–7
Subspecialties
Subspecialties
Emergency Medicine
Obstetrics/Gynecology
Pathology
Transitional or Preliminary Medicine or Preliminary Surgery
Anesthesiology
Dermatology
Neurology
Nuclear Medicine
Ophthalmology
Physical Medicine
Psychiatry
General Surgery
Urology (1-2 years general surgery; 4 years urology)
Subspecialties
Transitional or Preliminary Medicine or Preliminary Surgery
Radiology-Diagnostic
Radiation-Oncology
Neurological Surgery
Orthopedic Surgery
Otolaryngology
*Post-graduate family medicine fellowship options include Adolescent Medicine, Faculty
Development, Geriatrics, Research, Global Health, Hospitalist Medicine, Obstetrics, Sports
Medicine, and others. More information about these and other options can be found at
www.aafp.org/fellowships.
Strolling Through the Match
18
OTHER TYPES OF TRAINING
PROGRAMS
The preceding training programs, called
residencies, are recognized as separate
specialties and lead to board certification in
those specialties.
Programs that combine elements of two
different specialty training programs do
not constitute a separate specialty but are
designed to lead to board certification in
both specialties. Combined internal medicinepediatrics programs constitute the largest
group of these combined programs and are
listed separately in the GMED. Other types
of post-graduate training programs, called
fellowships (usually one to two years), may
lead to subspecialty certification or specialty
certification with added qualifications. The
GMED includes some information about
available fellowships within each residency
program. More specific and comprehensive
information is available by contacting medical
specialty societies or individual training
programs.
Currently, there are four types of dual-degree
residency programs for family medicine that
require extended training (typically five years
total):
• Family Medicine—Emergency Medicine
• Family Medicine—Internal Medicine
• Family Medicine—Preventive Medicine
• Family Medicine—Psychiatry
There are five Certificate of Added
Qualification-granting fellowships through
family medicine; each requires one year of
training and additional certification through the
American Board of Family Medicine:
• Adolescent Medicine
• Geriatric Medicine
• Hospice and Palliative Medicine
• Sleep Medicine
• Sports Medicine
The Medical Student’s Guide to Residency Selection 2015–2016
19
NATIONAL MEDICAL
SPECIALTY SOCIETIES
You can get additional information about
various specialties by contacting their
respective professional organizations. The
following is a list of some of the major medical
specialty societies that are recognized by the
American Medical Association.
Aerospace Medical Association
320 S. Henry Street
Alexandria, VA 22314-3579
(703) 739-2240
inquiries@asma.org
www.asma.org
American Academy of Allergy,
Asthma and Immunology
555 E. Wells Street, Suite 1100
Milwaukee, WI 53202-3823
(414) 272-6071
info@aaaai.org
www.aaaai.org American Academy of Child
and Adolescent Psychiatry
3615 Wisconsin Avenue, NW
Washington, DC 20016-3007
(202) 966-7300
www.aacap.org
American Academy of Dermatology
P.O. Box 4014
Schaumburg, IL 60168
(866) 503-SKIN (7546)
www.aad.org
American Academy of Facial Plastic
and Reconstructive Surgery
310 S. Henry Street
Alexandria, VA 22314
(703) 299-9291
info@aafprs.org
www.aafprs.org
20
American Academy of Family Physicians
11400 Tomahawk Creek Parkway
Leawood, KS 66211-2680
(800) 274-2237 or (913) 906-6000
www.aafp.org
AAFP student site: www.aafp.org/med-ed
American Academy of Neurology
201 Chicago Avenue
St. Paul, MN 55115
(800) 879-1960 or (612) 928-6000 (International)
memberservices@aan.com
www.aan.com
American Academy of Ophthalmology
P.O. Box 7424
San Francisco, CA 94120-7424
(415) 561-8500
www.aao.org
American Academy of
Orthopaedic Surgeons
6300 N. River Road
Rosemont, IL 60018-4262
(847) 823-7186
www.aaos.org
American Academy of OtolaryngologyHead and Neck Surgery
1650 Diagonal Road
Alexandria, VA 22314-3357
(703) 836-4444
www.entnet.org
American Academy of Pediatrics
141 Northwest Point Boulevard
Elk Grove Village, IL 60007-1098
(800) 433-9016 or (847) 434-4000
csc@aap.org
www.aap.org
American Academy of Physical
Medicine and Rehabilitation
9700 West Bryn Mawr Avenue, Suite 200
Rosemont, IL 60018-5701
(847) 737-6000
info@aapmr.org
www.aapmr.org
Strolling Through the Match
American Association of
Neurological Surgeons
5550 Meadowbrook Drive
Rolling Meadows, IL 60008-3852
(888) 566-AANS (2267) or (847) 378-0500
info@aan.org
www.aans.org
American College of Gastroenterology
6400 Goldsboro Road, Suite 200
Bethesda, MD 20817 (301) 263-9000 info@acg.gi.org
www.gi.org
American College of Cardiology
Heart House
2400 N Street NW
Washington, DC 20037
(800) 253-4636, x5603 or (202) 375-6000, x5603
resource@acc.org
www.acc.org
American Gastroenterological
Association
4930 Del Ray Avenue
Bethesda, MD 20814
(301) 654-2055
member@gastro.org
www.gastro.org
American College of Chest Physicians CHEST Global Headquarters
2595 Patriot Boulevard
Glenview, IL 60026 (800) 343-2227 or (224) 521--9800
www.chestnet.org
American College of Legal Medicine
9700 W. Bryn Mawr Avenue, Suite 210
Rosemont, IL 60018
(847) 447-1713
info@aclm.org
www.aclm.org
AND
Society of Nuclear Medicine 1850 Samuel Morse Drive Reston, VA 20190-5316 (703) 708-9000 www.snm.org
American Thoracic Society
25 Broadway
New York, NY 10004
(212) 315-8600
atsinfo@thoracic.org
www.thoracic.org
American College of Emergency
Physicians
P.O. Box 619911
Dallas, TX 75261-9911
(800) 798-1822 or (972) 550-0911
membership@acep.org
www.acep.org
AND
American Congress of Obstetricians
and Gynecologists
409 12th Street, SW
Washington, DC 20090-6920
(800) 673-8444 or (202) 638-5577
www.acog.org
American College of Occupational
and Environmental Medicine
25 Northwest Point Boulevard, Suite 700
Elk Grove, IL 60007-1030
(847) 818-1800
www.acoem.org
The Medical Student’s Guide to Residency Selection 2015–2016
21
American College of Physicians
190 North Independence Mall West
Philadelphia, PA 19106-1572
(800) 523-1546 x2600 or (215) 351-2600
www.acponline.org
American College of Preventive Medicine
455 Massachusetts Avenue NW, Suite 200
Washington, DC 20001
(202) 466-2044
info@acpm.org
www.acpm.org
American College of Radiology
1891 Preston White Drive
Reston, VA 20191
(703) 648-8900
info@acr.org
www.acr.org
American Society of Anesthesiologists
1061 American Lane
Schaumburg, IL 60173-4973
(847) 825-5586
info@asahq.org
www.asahq.org
American Society for Clinical Pathology
33 W Monroe Street, Suite 1600 Chicago, IL 60603
(312) 738-1336 www.ascp.org
AND
College of American Pathologists
325 Waukegan Road
Northfield, IL 60093-2750
(800) 323-4040 or (847) 832-7000
www.cap.org
American College of Surgeons
633 N. Saint Clair Street
Chicago, IL 60611-3211
(800) 621-4111 or (312) 202-5000
postmaster@facs.org
www.facs.org
American Society of Colon and
Rectal Surgeons
85 W. Algonquin Road, Suite 550
Arlington Heights, IL 60005
(847) 290-9184
ascrs@fascrs.org
www.fascrs.org
American Geriatrics Society
Empire State Building
40 Fulton Street, 18th Floor
New York, NY 10038
(212) 308-1414
info.amger@americangeriatrics.org
www.americangeriatrics.org
American Society of Plastic Surgeons
444 E. Algonquin Road
Arlington Heights, IL 60005
(847) 228-9900
memserv@plasticsurgery.org
www.plasticsurgery.org
American Psychiatric Association
1000 Wilson Boulevard, Suite 1825
Arlington VA 22209-3901
(703) 907-7300
apa@psych.org
www.psych.org
American Urological Association, Inc
1000 Corporate Boulevard
Linthicum, MD 21090
(866) 746-4282 toll free or (410) 689-3700
aua@AUAnet.org
www.auanet.org
22
Strolling Through the Match
NOTES
The Medical Student’s Guide to Residency Selection 2015–2016
23
NOTES
24
Strolling Through the Match
img resources
SECTION 2
The Medical Student’s Guide to Residency Selection 2015–2016
25
WHO IS AN INTERNATIONAL
MEDICAL GRADUATE?
Medical schools outside of the United States
and Canada vary in educational standards,
curricula, and evaluation methods. The
information that follows is intended to provide
international medical school students and
graduates with basic information on the
process for becoming certified to participate in
the U.S. residency application process.
The definition of an international medical
graduate (IMG) is a physician who received
a basic medical degree from a medical
school located outside the United States and
Canada. The location of the medical school,
not the citizenship of the physician, determines
whether the graduate is an IMG. This means
that U.S. citizens who graduate from medical
schools outside the United States and Canada
are considered IMGs. Non-U.S. citizens who
graduate from medical schools in the United
States and Canada are not considered IMGs.
What is the Educational Commission
for Foreign Medical Graduates?
The Educational Commission for Foreign
Medical Graduates (ECFMG) was founded in
1956 to assess whether IMGs are ready to
enter Accreditation Council for Graduate
Medical Education (ACGME)-accredited
residency programs in the United States. You
must be certified by the ECFMG before you can
start a graduate medical education program.
Visit www.ecfmg.org for more information.
Requirements for ECFMG
Certification
International medical graduates must complete
all of the requirements to be certified. The
ECFMG will then issue a Standard ECFMG
Certificate.
26
1. APPLICATION FOR ECFMG
CERTIFICATION
•Submit an application for ECFMG
certification before applying to the
ECFMG for examination.
•Application includes: confirmation of
identity, contact information, graduation
from medical school listed in the
International Medical Education Directory
(IMED) from the Foundation for the
Advancement of International Medical
Education and Research (https://imed.
faimer.org), and release of legal claims.
2.EXAMINATION REQUIREMENTS
IMGs must pass Step 1 and Step 2 of
the United States Medical Licensing
Examination (USMLE), which are the same
examinations taken by U.S. and Canadian
graduates. Time limits may apply. Detailed
information on the USMLE is available at
www.usmle.org.
• Medical Science Examination
Pass Step 1 of the USMLE
n
n Pass Step 2: Clinical Knowledge of
the USMLE
• Clinical Skills Examination
n Pass Step 2: Clinical Skills of the
USMLE
3. MEDICAL EDUCATION
CREDENTIAL REQUIREMENTS
•Physician’s medical school and
graduation year is listed in the IMED
•Credit awarded for at least four credit
years of medical school
•Documentation for completion of all
credits and receipt of a final medical
diploma
• Final medical school transcripts
Strolling Through the Match
THE CERTIFICATION
PROCESS
The first part of the certification process starts
when you apply to ECFMG for a USMLE/
ECFMG identification number. Once you obtain
this number, you can use it to complete the
application for ECFMG certification. Once you
submit your application for certification, you
may apply for examination.
Both medical students and graduates can begin
the certification process, but because one of the
requirements of certification is the verification
of your medical school diploma, you cannot
complete the process until you have graduated.
You can apply for the required examinations
as soon as you meet the examination eligibility
requirements. All of the required examinations
are offered throughout the year.
The Federation of State Medical Boards
publishes state-specific requirements for
initial medical licensure, including minimum
postgraduate training required, number
of attempts at licensing examination allowed,
and time limits for completion of licensing
examination sequence needed for license
eligibility. This is information is available at
library.fsmb.org/usmle_eliinitial.html.
Applying to U.S. Graduate Medical
Education Programs
The Fellowship and Residency Electronic
Interactive Database Access (FREIDA Online®)
is the online directory of graduate medical
education programs sponsored by the
American Medical Association (AMA). The
ACGME also offers a residency directory at
www.acgme.org/ads/Public/Programs/
Search. The American Academy of Family
Physicians (AAFP) offers an online family
medicine residency directory that has search
functionality beyond that offered by FREIDA
Online or the ACGME’s directory.
For each medical specialty, there is specific
information on individual programs and any
general or special requirements for application.
Application deadlines may vary among the
programs, and you should contact programs
directly about their deadlines.
Most programs require applicants to submit
their applications using the Electronic
Residency Application Service (ERAS®). The
ECFMG coordinates the ERAS application
process for IMGs. Visit www.ecfmg.org/eras
for more information.
The National Resident Matching Program®
(NRMP®) is the mechanism for connecting
programs and applicants. The NRMP also
coordinates the Match for U.S., Canadian, and
IMG students and graduates. If you wish to
participate, you must register with the NRMP
(www.nrmp.org) and submit the needed
materials. See Section 6 for more detailed
information about how the process works.
Residency Program Requirements
Many residencies list their program
requirements for applicants on their websites,
such as medical school graduation year
required, types of visas accepted, or number
of attempts on the USMLE allowed. Research
all residency requirements before applying,
and direct the submission of your applications
appropriately.
Because offers made and accepted during
Match Week will be binding under the Match
Participation Agreement, only applicants
eligible to begin training on July 1 in the year
of the Match will be allowed to participate. The
NRMP will exchange data with the ECFMG to
recertify the status of IMGs.
Obtaining a Visa
To participate in U.S. graduate medical
education programs, IMGs who are not citizens
or lawful permanent residents must obtain
the appropriate visa. The two most common
The Medical Student’s Guide to Residency Selection 2015–2016
27
visas are the H1-B (Temporary Worker) or the
J-1 (Exchange Visitor). Some institutions will
sponsor the visa for residents in the residency
program. The ECFMG is also authorized by the
U.S. Department of State to sponsor foreign
national physicians for the J-1 visa. Questions
about obtaining a visa should be directed to
your residency program staff, the U.S. embassy
or consulate in your country of residence, or
the U.S. Citizenship and Immigration Services.
Resources
CFMG Information Booklet
E
www.ecfmg.org/2014ib
The ECFMG Reporter (free newsletter)
www.ecfmg.org/reporter
International Medical Education Directory
Reference Guide for Medical Education
Credentials
https://imed.faimer.org
Visa Information
U.S. Citizenship and Immigration Services
www.uscis.gov
U.S. Department of Homeland Security
www.dhs.gov
Graduate Medical
Education Resources
AAFP Directory of Family Medicine
Residency Programs
www.aafp.org/residencies
Association of American Medical Colleges
ERAS Website
www.aamc.org/services/eras
Educational Commission for Foreign
Medical Graduates
www.ecfmg.org
Graduate Medical Education Directory
www.ama-assn.org
National Resident Matching Program
www.nrmp.org
For tips on applying to a U.S. family medicine
residency program, see the brief report that
follows.
28
Strolling Through the Match
BRIEF
REPORTS
What Residency Applicant IMGs Need
to Know When Applying to US Family
Medicine Residency Programs
PerryA.Pugno,MD,MPH,CPE;AmyL.McGaha,MD;AlexanderIvanov,MBA;
KaparaboynaAshokKumar,MD
(Fam Med 2011;43(1):43-4.)
S
ince 1997, international medical graduates (IMGs) have
been a growing population
within the entering classes of US
family medicine residency programs.
In 1997, IMGs made up approximately 14.5% of first-year family
medicine residents. In 2009, that
percentage had increased to 42.4%.1
Without a doubt there exists a diversity of perspectives regarding the
relative advantages and disadvantages of increasing IMGs in US family medicine residency programs.2
IMGs bring to US family medicine
programs individuals with widely
varying backgrounds, skills, and levels of preparation for clinical practice
in the US health system.3-5 It is natural, therefore, for IMG applicants
to have had widely varying experiences and expectations as they seek
to enter the US system of graduate
medical education.
The American Academy of Family
Physicians (AAFP) Division of Medical Education and the IMG Special
Constituency leadership have responded to hundreds of related questions from IMGs and participate in
many forums and discussions about
challenges facing IMG applicants.
In the interest of providing the best
possible advice to IMG applicants for
family medicine residency training,
we offer the following recommendations:
Pre-planning
■
■
Be realistic. Recognize that you
are competing for a limited number of positions with other applicants who may be more recently
trained, better prepared for US
clinical work, and have better
test scores than you. Residency programs are not obligated to
grant interviews to applicants, so
you may not get an interview call
from some programs.
capacity to be a “mainstream” applicant to residency programs.
■
Take advantage of every opportunity to improve your language
skills and acculturation.
■
■
Contact the US office of the national organization of physicians
that represent your particular ethnic or cultural group. This could
possibly be your best opportunity
for reliable advice, local support,
and access to US clinical experiences prior to residency application.
Applying
■
■
Be wary of companies, Web sites,
and sales persons who “guarantee” eventual residency placement.
There are no guarantees of placement in the application process.
Participate in the National Resident Matching Program (NRMP),
www.nrmp.org. It validates your
FAMILY MEDICINE
■
Attend residency fairs such as the
one held at the AAFP’s National
Conference of Family Medicine
Residents and Medical Students,
which takes place each summer in
Kansas City, MO. (www.aafp.org/
online/en/home/cme/aafpcourses/
conferences/nc.html) Interacting
with faculty and residents in the
exhibit area is a great opportunity
to speak personally with potential
future colleagues.
Avoid those companies that exploit IMGs, including those that
arrange for clerkships and observerships with paid practitioners
who provide mediocre clinical exposure and those that “blast” electronic copies of your application to
all programs with open positions.
Make certain that your visa status will permit you to both enter
and fully complete your residency
training.
From the Division of Medical Education
(Drs Pugno and McGaha) and International
Activities (Mr Ivanov), American Academy
of Family Physicians, Leawood, KS; and
Department of Family and Community
Medicine, University of Texas Health Science
Center, San Antonio, TX (Dr Kumar)
VOL.43,NO.1•JANUARY2011
43
Reprinted with permission from The Society of Teachers of Family Medicine, www.stfm.org.
The Medical Student’s Guide to Residency Selection 2015–2016
29
NOTES
30
Strolling Through the Match
preparing your credentials
SECTION 3
The Medical Student’s Guide to Residency Selection 2015–2016
31
THE CURRICULUM VITAE
This section will give you some pointers on
how to prepare your curriculum vitae (CV), a
personal statement, and letters of reference,
including a letter from your dean’s office
referred to as the medical student performance
evaluation (MSPE), which are necessary to
apply for a residency training position.
Though you may not have prepared a formal
CV (i.e., course of life), you probably are
already familiar with its function and the type of
information needed from your applications for
employment, college, and medical school. One
of the primary functions of a CV is to provide
a succinct chronicle of your experience and
training.
In a sense, a CV is a multipurpose,
personal application form for employment,
educational opportunities, honors and awards,
presentations, research, and membership or
participation in an organization.
Learning to prepare a good CV now will help
you throughout your professional life. It is
a living document that must be continually
updated as you complete new experiences
or accomplishments. Despite its multiple
purposes, your CV must be restructured
and rewritten, or at least reviewed, for each
purpose for which it is to be used. It might
be entirely inappropriate to include a lengthy
list of publications in a CV you are submitting
as application for membership in a volunteer
organization. On the other hand, it might be
imperative to include this information­—if not in
the body, at least as an appendix—in a CV you
are submitting for an academic position.
Some experts recommend maintaining two
versions of your CV: a short summary of your
training and experience and a longer version
with more detailed information about your
publications and presentations. In general,
however, no CV should be lengthy. No matter
how many accomplishments you list, you won’t
32
impress interviewers if they can’t quickly pick
out two or three good reasons to choose you
over someone else. Let your CV help you put
your best foot forward.
Sometimes, a CV is referred to as a résumé.
Academic or educational circles tend to use the
term CV more frequently than résumé. Because
of the nature of the medical profession, in
which the years of preparation are highly
structured and generally comparable from
institution to institution, a chronological format
for the medical CV is often preferred.
For additional information on developing your
CV, visit www.aafp.org/careers/hunting/
cv.html.
TIPS TO HELP YOU
GET STARTED
General Tips
• A chronological CV should be arranged in
reverse chronological order, starting with
where you are currently.
• Remember that an application form is limited
to the few things that a particular institution
wants to know about everybody. A CV lets
you give information that is unique to you.
Add all your key accomplishments and
activities in the initial draft. In subsequent
drafts or different versions, you can remove
information that may not be pertinent.
•R
esist the temptation to add explanatory
sentences or language, which will distract
the reader from the basic information
being presented. The language of a CV is
abbreviated and succinct. When applying
for residency training, you will have the
opportunity to express yourself in a personal
or biographical statement. In the future,
when applying for a job or some other
type of position, you will want to include
an appropriate cover letter with your CV to
explain your particular qualifications and
strengths for the position.
Strolling Through the Match
• Don’t despair if your CV doesn’t resemble
those of other students who are applying
to the same residency program. Each CV is
different. Even if everyone used the same
format suggested in this section, your CV will
not resemble others’ because it doesn’t have
the same content. No residency program
director is looking for a specific CV style.
However, you will receive points for neatness
and readability.
• Be honest. If you haven’t accomplished
anything in a particular category, leave it out.
Don’t create accomplishments to fill in the
spaces. Be honest and specific about your
level of participation in a project or activity
(e.g., say you coordinated membership
recruitment for a student organization at your
school, but don’t say you were “president”
unless you were).
If you need more information, contact your
dean’s office. They may be able to share
samples and provide additional guidance.
Student organizations at your school may also
host CV review events, and many regional and
national conferences offer these services to
attendees. Look for opportunities to have your
CV reviewed through local and national student,
medical, and specialty societies.
Personal Data
For consistency, give your name exactly as
it appears in your medical school records.
Make sure you can be reached at the address,
telephone number, and email address that you
list. Use a professional email address that you
check often. For example, if your current personal
email address is coolmedstudent@hotmail.com,
you might want to create a more professional
address such as janedoe1@gmail.com. Include
hospital paging phone numbers, if appropriate.
Indicate whether there are certain dates when you
should be reached at other locations.
You can include some personal information,
such as date of birth and marital status, at the
beginning of your CV, or you can summarize it
all in one section, if you choose to add it at all.
Remember that federal law prohibits employers
from discriminating on the basis of age, race,
color, sex, religion, national origin, handicap
status, marital status, sexual orientation, or
political affiliation. Therefore, you do not have
to provide this information. Discrimination on
the basis of sex includes discrimination on the
basis of child-rearing plans (e.g., number of
children, plans to have children).
Although the following items appear frequently,
they are probably not necessary and probably
should not be included in a CV: social security
number, licensure number, and examination
scores. If this information is pertinent to your
candidacy, the program will request it on
the application or at some later point in the
application process.
Education
List your current place of learning first in your
CV. Include the name of the institution, the
degree sought or completed, and the date of
completion or date of expected completion.
Remember to include medical school, graduate
education, and undergraduate education. Omit
high school.
Later, you will add separate categories for
“Postgraduate Training” (includes residencies
and fellowships), “Practice Experience,”
“Academic Appointments,” and “Certification
and Licensure.”
Honors and Awards
It is appropiate to list any academic,
organizational, or community awards or
scholarships, but you must use your own
judgment as to whether an achievement that
you value would be valuable to the person
reading your CV.
Professional Society Memberships
List any professional organizations to which
you belong and the years of your membership.
Include leadership positions held, if any.
The Medical Student’s Guide to Residency Selection 2015–2016
33
Employment Experience
List the position, organization, and dates of
employment for each work experience. Limit
this list to those experiences that are medically
related (e.g., med tech, nurse’s aide, research
assistant) or that show the breadth of your
work experience (e.g., high school teacher,
communications manager).
Extracurricular Activities
List your outside interests, volunteer service,
or extracurricular activities. These help
develop a broader picture of your personality
and character. Also, any special talents or
qualifications that have not been given due
recognition in other parts of the CV should
be highlighted in this or a separate section.
For example, include things such as fluency
in other languages or a certification such as a
private pilot’s license.
Publications/Presentations
List any papers you published or presented by
title, place, and date of publication or
presentation. Works accepted for publication
but not yet published can be listed as
“(forthcoming).”If this list is very lengthy, you
may want to append it separately or note
“Provided Upon Request.”
References
You may be asked to provide personal and
professional references. These names may
be included in the CV, appended as part of
a cover letter or application form, or noted as
“Provided Upon Request.”
34
ERAS
Please note: Although CVs are not
included as one of the standard ERAS
application documents, programs can
create and print out a report in a CV format
based on information in your application.
However, developing a CV separately
remains useful because it provides most,
if not all, of the information needed to
complete the ERAS application. Having
this information before the dean’s interview
may reduce the amount of time you spend
completing the ERAS application. In
addition, some programs may require the
CV as supplemental information; therefore,
applicants should consider having the CV
available during interviews in case it is
required by the program. Your designated
dean’s office cannot attach your CV to
your ERAS application; however, you can
view how your MyERAS information will
appear to programs by electing the option
to print or review your common application
form in a CV format in MyERAS.
MyERAS will capture:
•Current and prior training
(residency or post-residency)
•Education
• Language fluency
•Publications
•Work, volunteer, and research
experience including clinical
experience, teaching, unpaid
extracurricular activities, and
committee service
Strolling Through the Match
SAMPLE CURRICULUM VITAE
JESSICA ROSS
ADDRESS
3800 Hill Street
Philadelphia, Pennsylvania 19105
(813) 667-1235 (home, after 6 p.m. ET)
(813) 667-4589 (hospital paging)
jross@gmail.com
EDUCATION
University of Pennsylvania School of Medicine, MD, expected May 2016
University of Pennsylvania, MS in Biology, June 2011
Oberlin College, BS in Biology, June 2007
HONORS AND AWARDS
Family Medicine Interest Group Leadership Award, 2012
Outstanding Senior Biology Award, Oberlin College, 2006
Dean’s Award, Oberlin College, 2006
PROFESSIONAL SOCIETY MEMBERSHIPS
American Academy of Family Physicians, 2011 to present
Pennsylvania Academy of Family Physicians, 2011 to present
American Medical Association, 2011 to present
Pennsylvania Medical Society, 2011 to present
EMPLOYMENT EXPERIENCE
Venipuncture Team, Hospital of the University of Pennsylvania
Teaching Assistant, University of Pennsylvania, Biology Department
EXTRACURRICULAR ACTIVITIES
Family Medicine Interest Group, 2011 to present
Youth Volunteer – Big Sisters
Outside Interests – Piano, Poetry, Reading, Running, Walking, Cycling, Travel
Special Qualifications – Private pilot license (2007), Fluent in French
PUBLICATIONS
Ross J, Phillips R, Bazemore A. Does Graduate Medical Education Also Follow Green.
Arch Intern Med. 2012;170(4):389-396.
“Make Time to Get Involved in Your Community,” The Community Service Connection,
Spring 2011.
“10 Tips for Effective Leadership,” AAFP News Now, Fall 2010.
The Medical Student’s Guide to Residency Selection 2015–2016
35
HOW TO WRITE A
PERSONAL STATEMENT
Every application process includes the
preparation of a personal or autobiographical
statement. Typically, application forms for
residency positions include a request for a
personal statement. Personal statements should
also be included in cover letter form when
applying for a job or another type of position.
When applying to a residency program, the
personal statement is your opportunity to tell
the reader—a residency program director,
faculty member, or current resident—who you
are and what is unique about you as a potential
residency candidate. Most importantly, you
should emphasize the reasons for your interest
in that specialty and in that particular program.
Feel free to highlight items in your CV if they help
remind your reader of the experiences you’ve
had that prepared you for the position. This
is your opportunity to expand upon activities
that are just listed in the CV but deserve to be
described so your reader can appreciate the
breadth and depth of your involvement in them.
It should not be another comprehensive list of
your activities, but rather should refer to activities
that are listed in detail in the CV.
You may choose to relate significant personal
experiences, but do so only if they are relevant to
your candidacy for the position.
The personal statement is the appropriate place
to specify your professional goals. It offers the
opportunity to put down on paper some clear,
realistic, and carefully considered goals that will
leave your reader with a strong impression of
your maturity, self-awareness, and character.
medical school, but, in some sense, they also
are deliberately undermined in the interest of
learning to write concise histories and physicals.
For the moment, forget everything you know
about writing histories and physicals. While
preparing your personal statement:
• Avoid abbreviations.
• Avoid repetitive sentence structure.
•A
void using jargon. If there is a shorter,
simpler, less pretentious way of putting it,
do so.
•D
on’t assume your reader knows the
acronyms you use. As a courtesy, spell
everything out.
•U
se a dictionary and spell check.
•U
se a thesaurus. Variety in the written
language can add interest, but don’t get
carried away.
• Write in complete sentences.
Get help if you think you need it. For a crash
course in good writing try The Elements of Style,
Fourth Edition, Strunk and White, MacMillan
Press, 1999. If you have friends or relatives with
writing or editing skills, enlist their help. Student
organizations at your school may host personal
statement clinics, or your school may offer
review services. Many local and national student,
medical, and specialty societies may offer
personal statement reviews or workshops.
Most importantly, your personal statement
should be an original composition. Get help
where you need it, but make sure your personal
statement is your original work. Remember, in
the early part of the residency selection process,
your writing style is the only factor your reviewers
can use to learn about you personally.
The importance of good writing cannot be
overemphasized. The quality of your writing in
your personal statement is at least as important
as the content. Unfortunately, not only are
good writing skills allowed to deteriorate during
36
Strolling Through the Match
ERAS
ERAS lets applicants create one or more
personal statements that can be earmarked
for specific programs. Some programs ask
applicants to address specific questions in
their personal statements.
Your personal statement(s) must be
assigned individually to each program.
The MyERAS website describes how
to complete the document and assign
personal statements to individual programs
using MyERAS.
TIPS ON LETTERS
OF REFERENCE
Programs may ask you to submit both personal
and professional letters of reference (LoR).
These letters can be very valuable to
program directors looking for distinguishing
characteristics among the many applications
they receive. While CVs and personal statements
have many similarities from candidate to
candidate, the letters of reference are an
opportunity to qualify those distinguishing
factors that set you apart as a candidate. The
quality of your letters of reference may be the
strength of your application.
The following tips on letters of reference
were developed by the Department of Family
Medicine at the University of Washington with
contributions from medical students (Reducing
Match Anxiety, Leversee, Clayton, and Lew,
University of Washington, Department of Family
Medicine, 1981).
Importance
Your letters of reference often become
an important reflection of your academic
performance and can also serve as a
valuable source of information about your
noncognitive qualities.
Number of Letters
•M
ost residency programs request three letters
of reference. Sometimes they specify certain
departments or rotations from which the
letters should originate. You will only be able
to submit four LoRs to any given program
through ERAS.
•B
e sure to follow instructions for each
program. For example, some programs will
require letters from particular departments;
others require letters from attendings rather
than residents. Occasionally, a letter from
a person not involved in the profession of
medicine will be requested.
• Do
not send more letters than requested
unless you have one that is especially
dazzling. Some selection committees suspect
“the thicker the application, the thicker the
student.” Some programs review only the first
letters to arrive up to the number they request,
and subsequent letters are ignored.
Timeline
It is easy to procrastinate. Common reasons
include:
• “ I don’t know anyone well enough to ask for a
letter.”
• “ I hate asking for recommendation letters. I’ll
wait until August.”
•“I did well on surgery, but that was six months
ago. They won’t remember me.”
• “ Dr. Scholarmann is on sabbatical; I’ll just wait
until he gets back.”
• “ I’m an average student, so I’ll just get a twoliner from one of my attendings later. A quick
phone call will solve that problem when the
time comes.”
• “ I’ll really impress them on my next rotation
and get the best letter yet.”
As a courtesy, make arrangements to obtain
letters as soon as possible. You may begin now
by requesting letters from previous rotations.
There may be a reason to postpone a letter
request until you have had a specific rotation if it
The Medical Student’s Guide to Residency Selection 2015–2016
37
is obviously an important one for your particular
interest, but there is no harm in requesting letters
early to be safe.
Allow at least a month from the time you
request a letter until it must be delivered. Bear
in mind that faculty are busy, may travel or be
unavailable at the initial time of the request, and
usually have multiple letters to write.
Requesting a Letter
• In most instances, you will request a letter from
a rotation in which you did well that relates to
your chosen field or that was requested by a
specific program’s application requirements.
•W
hen possible, choose someone who knows
you well instead of someone who doesn’t.
Choosing at least one person who is likely to
be recognized by the program is also a good
idea. Choose someone who can judge your
clinical skills and intentions, not just a friend.
•R
equest a letter from a mentor in your
specialty of choice.
•A
void requesting a letter from a resident or
fellow. They may have the best knowledge
of your clinical skills, but the attending
should write your letter. Help the attending
by providing the names of the residents and
fellows with whom you worked so he or she
can consult them for input if needed.
•H
elp the person preparing your letter by
providing a CV, a personal statement, and a
photograph.
ERAS
MyERAS allows you to request as
many letters of reference as you deem
necessary; however, MyERAS will allow
you to assign a limited number of letters
to each program. As an applicant, you
will enter the letter of recommendation
(LoR) authors you’ve chosen into
MyERAS. The system will then generate
a Letter Request Form you can email,
mail, or deliver in person to each of
the authors you choose. You will also
need to select whether to waive your
rights to see the completed letter upon
submission by the author, though
authors may choose to share the letter
directly with you for your reference and
to show their support.
Letter submission must be completed
through the Letter of Recommendation
Portal online. LoR authors must
register through ERAS on the Letter of
Recommendation Portal and use a letter
ID you provide on the original Letter
Request Form. They may also submit
their letters to your school’s designated
dean’s office for submission directly to
the ERAS PostOffice.
New letters may be submitted on your
behalf at any point during application
season.
•M
ake a 15-minute appointment with the letter
writer to review your CV personally. Help
the letter writer with additional personal
information, particularly if you can remind him
or her of a specific event or situation in which
you think you performed well on his or her
rotation.
38
Strolling Through the Match
THE MEDICAL STUDENT
PERFORMANCE EVALUATION
The medical student performance evaluation
(MSPE) is also called the dean’s letter and is an
important part of your application for residency
training. Guidelines have been created to assist
medical schools with developing an evaluative
tool indicative of the applicant’s entire medical
school career. The process of creating an MSPE
in many schools entails a meeting with your
dean or his or her designee so it can reflect
some personal insight into your performance
and career goals.
•H
ow long does it take for the MSPE to be
drafted, signed, and sent out?
•W
ill you have the opportunity to review your
MSPE before it is sent out?
Misdemeanor/Felony Questions
The American Board of Medical Specialties
requires all participating specialty boards to
have guidelines for professionalism as part
of specialty certification and recertification.
Applicants are required to answer questions
concerning felony or misdemeanor convictions.
Medical student performance evaluations are
released to residency programs on October
1 each year. Whether you’re applying to all
of your desired programs via ERAS or via
other channels, schools will not release the
MSPE until October 1. ERAS is programmed
to embargo the MSPE at the ERAS PostOffice
until 12:01 a.m. on October 1. The only exception
is MSPEs for fellowship applicants. They are
available to fellowship programs as soon as
they are transmitted from the ERAS Fellowships
Documents Office.
Questions to address in preparation for the
MSPE:
• When can you begin scheduling appointments
to visit with the dean?
•W
hom should you contact to schedule an
appointment?
• What resources should you have in
preparation for your meeting with the
dean? Should you have a draft of your
CV and personal statement ready? What
other information (e.g., transcripts, list of
potential residency programs) should you
bring along?
•H
ow do you obtain the MSPE to send to
residency programs that are not participating
in ERAS?
The Medical Student’s Guide to Residency Selection 2015–2016
39
NOTES
40
Strolling Through the Match
selecting a program
SECTION 4
The Medical Student’s Guide to Residency Selection 2015–2016
41
RESIDENCY SELECTION
STEPS
There are three primary stages in the process
of selecting a residency program. The
objectives of the first stage are identifying
the factors that are most important to you in
the decision-making process; researching
programs; and identifying those programs that
you want to learn more about. Your research
and the decision-making process should
focus on collecting objective information
(e.g., community size, region, call schedule).
The websites of individual residencies, online
and published residency directories, and
suggestions from others will be important
sources of information for this phase in the
process. Consider attending local, regional,
or national meetings and conferences to help
gather information.
The second stage of the process begins after you
have completed your due diligence in stage one.
The objectives of the second stage are to collect
subjective information, identify pros and cons for
each program that interests you, and prepare a
preliminary roster of high-priority programs you
want to visit for interviews. To get this information,
talk to community physicians, alumni from the
residency, and colleagues who have completed
electives at those programs. Also, plan to attend
conferences and residency fairs. The face-to-face
interaction at these events is a good touchstone
for reconciling your interests with the pros and
cons of a program, without the pressure of an
interview or elective. These events are also an
efficient way to compare many different programs
at one time. An example of a national meeting
that lets students visit with many residencies in
one location is the American Academy of Family
Physicians’ (AAFP’s) National Conference of
Family Medicine Residents and Medical Students,
held each summer in Kansas City, MO. To
learn more about this meeting, visit the National
Conference website at www.aafp.org/nc.
The third stage includes interviewing at a
carefully selected group of programs and
placing each program in a rank order based
on pros and cons for each program. After
interviewing, you should have a considerable
amount of information about each of the
programs in which you are interested. Creating
the rank order list is your final task. In this final
stage, students often find it helpful to use a
logical tool such as a modified decision table
to help quantify the pros and cons for each
program. Decision tables give students a
systematic way of assessing and comparing
each program by the factors that are most
important to them. An app is available from the
National Resident Matching Program® (NRMP®)
to help you keep track of your interview
schedule, take notes, and rate programs
based on your own input. Download the Match
Program Rating and Interview Scheduling
Manager app at www.nrmp.org/
the-match-app.
Sample Modified Decision Table
Factors
Weight Program 1 (W)
Facilities
Electronic Health Record
Curriculum
Faculty
Location
Community size
Total
42
8.5
7
8
9
10
2
Rating
(R) Score Program 2 (W * R)
34
63
72
63
40
10
Total Score: 282
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4
9
9
7
4
5
Rating (R)
Score
(W * R)
59.5
28
72
72
90
16
Total Score: 337.5
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7
4
9
8
9
8
Strolling Through the Match
ADDITIONAL TIPS
Many students consult the Graduate Medical
Education Directory, or the online version
known as FREIDA, a database with more
than 9,600 accredited graduate education
programs. This will provide information such as
the name of the program director, the hospital,
the number of hospital admissions, outpatient
visits, and available residency positions. Visit
www.ama-assn.org/ama/pub/educationcareers/graduate-medical-education/freidaonline.page for more information. You can also
search the Accreditation Council for Graduate
Medical Education’s graduate medical
education directory by state and specialty, and
access information on program accreditation
status, sponsoring institution, and contact
information at www.acgme.org/ads/Public/
Programs/Search.
Don’t eliminate a program because you think
or assume that you are not a strong enough
candidate. You really don’t know that until
you’ve gotten through the first stages of the
application process, so don’t let anyone
discourage you.
Keep an open mind about the quality of each
program. Even though you may have never
heard of St. Someone’s Hospital, it might have
an excellent program. There are too many
residency programs in each specialty for
anyone to keep a running tab on which is the
best program.
Different programs excel for different reasons,
and individual residency candidates may value
the same program for different reasons. As a
result, you won’t find “top 10” lists for residency
programs. Your objective is to find the training
program that best meets your unique goals.
A few specialty societies (e.g., the American
Academy of Family Physicians, the American
Psychiatric Association) have developed their
own residency directories, which are accessible
online. These directories include information on
frequency of call, number of graduates from the
program, number of residents in each training
year, number of faculty, salary and benefits,
etc. If you are interested in these specialties,
look for their directories online or contact
the respective specialty societies (see list of
national medical specialty societies beginning
on page 20).
Your medical library or the department chair
in your medical school may keep files on
residency program information. The chair
and other faculty members in the department
may have firsthand information about some
programs and can give you guidance about the
amount of variance among different programs
in their specialty. You may want to ask them
which programs they consider the best fit for
your interests and why. Ask them why they
chose their own training programs.
Many medical schools are willing to provide
the names and residency locations of previous
graduates. Consider contacting those physicians
who are doing their residencies in your
chosen field and ask them why they chose
their programs and what other programs they
considered. Find out what you can about the
practice settings and lifestyle of program alumni.
If you are satisfied with the amount of
information you have, you are ready to return
to a period of self-analysis to determine which
programs are most likely to meet your needs
and are therefore worth applying to. Although
you can apply to as many programs as you want,
consider whether it is worth the cost for both you
and the programs if you already know you’re not
interested. Consider applying to a larger number
of programs in your desired specialty if you have
had academic or test-taking challenges, or if the
specialty typically has a high ratio of candidates
to open positions (i.e., many more candidates
than open residency positions).
The Medical Student’s Guide to Residency Selection 2015–2016
43
Based on what you know about yourself, your
career goals, and each program, consider what
factors are the most important or even crucial to
your choice of a residency program. Could you
definitely include or exclude a program on the
basis of a single criterion? What is the relative
importance of the following factors for you?
• Academic reputation
• Age and stability of program
• Availability of shared or part-time residency
positions
• Community — housing, employment
opportunities for spouse/significant other,
recreational activities, etc.
• Faculty-to-resident ratio
• Frequency of call
• Geographic location
Whatever your criteria, let your rational
assessment of your needs determine which
options to pursue. After you have sent your
application, initiated the MSPE process, and
transmitted your transcripts and letters of
reference, you must wait to be invited for an
interview. Use this time to review your list to
determine whether there are programs you
can eliminate based upon new information or
careful reconsideration.
You may have as few as three or as many as
two dozen or more programs for which you
plan to interview. You may have doubts about
your list and at the last minute reinstate a few
programs. In any case, accept the margin of
doubt and have confidence in your ability to
think rationally. After all, you’ve pared down
a wide variety of options into a manageable
group of choices.
• International electives
• Number and type of conferences
• Opportunities for further postgraduate
training in same hospital
ERAS
• Other factors important to you
MyERAS provides a list of all programs
eligible to participate in ERAS in the
2015-2016 academic year, along with
basic contact information. Programs not
participating in ERAS are included for
informational purposes but cannot be
selected. Applicants should contact these
programs for their application materials.
Some programs may have more than one
program track to which applicants may
apply. Exercise caution when selecting
programs; ERAS fees are based on the
number of programs selected. Be sure to
contact programs for their requirements,
deadlines, and other information before
you select them using MyERAS. Use
the outside resources mentioned earlier
in this section to inform your decision,
as a selection based solely upon the
information in MyERAS is not sufficient for
your career decisions.
• Patient population — racial, gender-based,
and socioeconomic mix
• Physical characteristics of the hospital — age,
atmosphere, etc.
• Presence of other training programs in the
hospital
• Provisions for maternity/paternity leave
• Structure and flexibility of curriculum
• Type of institution
44
Strolling Through the Match
NOTES
The Medical Student’s Guide to Residency Selection 2015–2016
45
NOTES
46
Strolling Through the Match
the interview process
SECTION 5
The Medical Student’s Guide to Residency Selection 2015–2016
47
THE RESIDENCY INTERVIEW
This section provides tips on all aspects of
the interviewing process. It summarizes the
guidance of students, residents, and program
directors on how best to prepare for and
succeed in an interview.
Goals of the Interview
The residency interview is a critical stage in the
process of residency selection. All the months
of paperwork preparation finally reward you
with the chance to find out how the programs
on your list actually compare with one another.
Unlike the earlier stages in the residency
selection process, which are focused on
background research, the interview provides
the opportunity to visit and observe the
program and meet your potential colleagues
and mentors.
Three Key Interview Objectives
1) Assess how compatible you are with the
program and how well the program meets
your stated goals.
2) Convey your sense of compatibility with the
program to the faculty members, residents,
and staff who interview you. This goes
beyond making a good impression. In a
sense, you are “trying the program on,” or
demonstrating to the faculty and residents of
the program that you would be a welcome
addition to their ranks. Indeed, you may want
to think of your interview as an exercise in
role-playing, with you in the role of a recently
matched resident in that program.
Role-playing is not the same as acting.
In your eagerness to charm and impress
your interviewers, avoid insincerity. Your
interviewers want to find out who you really
are. It doesn’t serve anyone’s purpose for
you to give a false impression.
.
48
3) Assess the program’s relative strengths
and weaknesses so that you will be able to
structure a justifiable rank order list.
Be careful not to let your attention to the third
goal obscure the need to attend to the first two.
Being prepared to address all three goals will
increase your chance of having a successful
match.
The goals of the interviewers during the
interview process are similar to those of the
residency candidate. They seek to confirm and
expand upon the information that you provided
in your application. They are also trying to
determine how compatible you would be with
the residents and faculty in the program. Just
as you are trying to put your best foot forward,
the representatives of the residency program
want to show their program in the best possible
light; however, it is ultimately not in the best
interest of the program to paint a misleading
picture. Like you, your interviewers are
attempting to shape their rank order list of their
candidates for the Match.
In short, the residency interview is a delicate
and complicated interaction that adds
substance to the selection process for the
candidates and programs.
The following tips will help you to plan for
productive and enjoyable interviews.
BEFORE THE INTERVIEW
Scheduling
• An app is available from the National
Resident Matching Program® (NRMP®)
to help you keep track of your interview
schedule, take notes, and rate programs
based on your own input. Download the
Match Program Rating and Interview
Scheduling Manager app at www.nrmp.org/
the-match-app. Additionally, the Electronic
Residency Application Service (ERAS®)
intends to have an interview scheduling
function in operation for the 2016 Match.
Strolling Through the Match
• Most programs participating in the NRMP
schedule interviews from September through
January. You will hear some differences of
opinion as to whether it is better to be one
of the first, middle, or last candidates that a
program interviews. Because no evidence
demonstrates that timing makes a difference
in how the program ranks a candidate, and
you don’t have complete control over the
timing of your interview, try not to be anxious
about it.
Research
• Some suggest you should schedule the
interview for your most highly valued program
after you have had some experience with one
or two interviews in other programs.
• Learn about the community before you arrive
by visiting websites that provide information
about cultural offerings, community
problems, the housing market, and job
opportunities for your spouse or significant
other. This may include local news sites, job
postings for your spouse or significant other,
the local chamber of commerce, and others.
• Call to confirm your appointment about a
week before your scheduled interview. This
will give you an opportunity to reconfirm the
place and time of your meeting, find out who
you are going to meet first, and perhaps
learn some other details such as where you
should park, etc.
• Typically, an interview will take one full day,
though you may be invited to meet with one
or more residents and faculty for dinner the
night before. If your travel schedule permits,
allow some time to tour the community
outside the program and/or spend some
informal time with residents or faculty.
•If your spouse or significant other will be
accompanying you on your interviews, you
may want to schedule additional time to
assess other aspects of the program and
community that are important to him or her.
In general, spouses and significant others
are welcome to participate in the interview
process, but you should clarify this with the
program ahead of time so that the schedule
can be structured to accommodate it.
Some programs specifically provide for the
participation of spouses and significant others
with organized tours of the community, etc.
• Just before the interview, take time again to
review the information you’ve received from
the program and any material you may have
gathered from other sources. Write down
the “facts” that you want to double-check, as
well as any initial impressions you may have
formed based on the written material. Pay
special attention to the names and positions
of people you are likely to meet.
• Write down the specific questions you
had about this program in a convenient
place so that you will be sure to ask them.
It’s a good idea to have some thoughtful
questions prepared to let your interviewers
know that you’ve really given some thought
to the qualities of their particular program.
Interviewers get tired of answering the same
questions, just as you do, so try to think of a
few that reflect your own special interest.
• You may have already formulated a list of
standard questions that you want to ask
every program for comparison, or you may
have developed a checklist of program
characteristics to fill out in each interview.
Appended to this section are two examples
of residency interview checklists, one
developed by Dr. J. Mack Worthington of
the Department of Family Medicine at the
University of Tennessee, Knoxville, and
the other developed by Dr. Joseph Stokes,
Jr., who was, at the time, a resident at the
Barberton Citizens Hospital Family Practice
Residency Program in Barberton, OH.
Although the latter checklist was developed
specifically for the evaluation of family
The Medical Student’s Guide to Residency Selection 2015–2016
49
medicine residencies, its structure and most
of its content are applicable for use in other
types of residencies.
Attitude
• Keep in mind your goals for the interview
in order to establish the right frame of
mind. Again, you want to project a positive,
confident, and enthusiastic demeanor without
being overbearing or insincere.
• If you keep in mind that the interviewers
have their own agenda to fulfill, you won’t
be dismayed or intimidated by the tougher
questions that try to find out more about
you. In fact, if you’ve thought about what
the interviewers are trying to get out of the
interview, you will have already anticipated
their questions and have a well-thought-out
answer ready.
• Try to be open and honest. It’s okay to be
nervous, but don’t let your nervousness hide
your personality.
The Fine Points
The following points go under the heading of
“common sense” but perhaps bear repeating.
• In terms of appearance, the general advice
is to be neat and comfortable. Use your
own judgment as to whether an expensive
suit would add to your confidence level or
compete with your personality.
• Be on time; better yet, be early. Allow yourself
time for finding a parking space, getting
to know your surroundings, catching your
breath, and arriving in place before the
appointed hour.
• Before you leave your house or hotel room,
make sure you have everything you need for
the interview, such as your notes, paper and
pen, tablet or laptop, and an extra copy of
your credentials.
50
ELEMENTS OF THE
INTERVIEW
Structure
• Often, the residency program will have
prepared your itinerary, listing the names
of the people you’re going to meet and the
amount of time—generally 20 to 30 minutes—
allotted for each person.
• In addition to the program director, you
should talk to other faculty members,
residents from different levels of training,
and any other individual with whom you
would have significant contact as a resident
in that program.
• Remember that all members of the faculty
and staff may be critiquing you as soon as
you start an interview.
•Y
ou should see the hospital and clinic facilities
during your interview. If there is free time,
spend it in places where there are residents
to get a better feel for the actual working
environment.
Content
• Decide beforehand which questions you
want to ask which type of person
(e.g., a question about the details of the call
schedule might be reserved for the chief
resident). On the other hand, there may
be some questions you will want to ask
everyone to determine whether there is any
discrepancy, such as a question about the
attending and resident interactions.
• Avoid dominating the conversation, but try
to be an active participant in the interviewing
process so your interviewer will have a sense
of your interest in the program and your
ability to formulate good questions.
• Be prepared for different interviewing styles
and adjust accordingly.
Strolling Through the Match
• Some of the questions that you can expect to
be asked include:
n
Why did you choose this specialty?
n
n
What are your strong points?
n
What are your weaknesses?
n
What are your overall career goals?
n
How would you describe yourself?
n
What do you like to do in your free time?
n
Why did you choose to apply to this
residency?
Describe a particularly satisfying or
meaningful experience during your
medical training. Why was it meaningful?
Prohibited Questions
According to federal law, you do not have
to answer certain questions. It is illegal to
make employment decisions on the basis of
race, color, sex, age, religion, national origin,
disability, marital status, sexual orientation,
or political affiliation. To avoid charges of
discrimination based on any of these protected
classes, many employers do not ask questions
that would elicit this type of information during
an employment interview.
Discussion of Parental Leave,
Pregnancy, and Child-Rearing Plans
A typical concern during the interview
process is questions related to pregnancy and
child-rearing plans. The prohibition against
discrimination on the basis of sex includes
discrimination on the basis of pregnancy and
child-rearing plans. You do not have to answer
questions related to marital status, number of
children, or plans to have children, but you may
want to prompt a discussion of the provisions
for maternity/paternity leave and/or child care
responsibilities in the residency program.
Federal regulation provides for 12 weeks of
maternity/paternity leave; state regulations may
provide for more than 12 weeks of leave (check
your state regulations for this information).
The law does state, however, that the amount of
time allowed for maternity/paternity leave must
be the same as that which is provided for sick
or disability leave.
Taking Notes
Usually, you will find that you don’t have
enough time to ask all the questions you would
like to during the interview. It’s a good idea to
take some notes throughout the day to jog your
memory about significant comments, concerns,
particularly good points, or particularly bad
points. Don’t concentrate on your notes
so much that you interfere with effective
interchange during the interview. Instead, note
your impressions right after the interview. Using
standard questions in all interviews will help
you compare responses across the multiple
residency programs you interview.
QUESTIONS TO CONSIDER
ASKING AT THE INTERVIEW
Questions for Faculty
• Where are most of your graduates located,
and what type of practices are they going
into after residency?
• How do you perceive that your program
compares to other programs?
• What kind of feedback are you hearing from
your graduates?
• Are some rotations done at other hospitals?
• Are any other residency programs in-house?
• How and how often is feedback provided to
residents?
• How would you describe the patient
demographics?
• In what community service programs does
your residency participate?
• What changes do you anticipate in the
program during the next three years?
The Medical Student’s Guide to Residency Selection 2015–2016
51
Questions for Residents
do
• What was the most important factor that
made you decide to come to this program?
• Be aware of your social media “footprint.”
Adjust your behavior or privacy settings as
needed during interview season.
• What are your plans after graduation?
• What’s a typical week/month/year like for
PGY-1, PGY-2, and PGY-3?
• What is call like? What kind of backup is
provided?
• When leave of absence becomes necessary,
what happens?
• How do you deal with the stress of
residency?
• If there are other residency programs
in-house, how do you view their presence?
• What do you/other residents do outside the
hospital for community service and for fun?
• Where do you feel most of your learning is
coming from?
• What are the program’s areas of strength?
• In what areas of the program could
improvements be made?
• What kind of back up and supervision is
provided while on call?
POST-INTERVIEW
ETIQUETTE
• Develop your own process for interview
follow-up and be consistent.
• Be authentic in your communication, whether
it is email, handwritten notes, or phone calls.
Personalize your message, and build on the
conversation you had in the interview.
• Complete all materials in ERAS and the
NRMP, and have current contact information
available including address, phone numbers,
and email.
• Understand that second visits can be made
at your discretion if you are invited by the
program and should not have a bearing on
the programs’ rank list.
• Realize that program directors and residency
faculty are required NOT to solicit postinterview communication from applicants.
• Be careful about sharing your rank order list
with others, including classmates, residents,
your medical school, and residency faculty.
You never know to which residency program
you will end up matching.
don’t
Most medical students strive to remain
professional during and after the residency
interview process, but many struggle
with deciphering the rules for post-Match
communication versus the standard etiquette
associated with interviews. Knowing the NRMP
rules and developing your own standards will
help build your skills in professionalism.
• Misinterpret post-interview follow-up from
programs as a commitment from them.
Determine your rank order list based on your
preferences.
The NRMP and the Council of Medical
Specialty Societies developed a tip sheet for
the Match, available at www.nrmp.org/
match-process/tips-and-reminders.
• Go back for a second visit unless you
are invited. Residency programs are not
prepared for uninvited guests.
52
• Send multiple generic emails to the same
program director or residency faculty. Make
follow-up contact personal, and ask direct
questions about the program.
• Post positive or negative comments on your
Facebook or Twitter accounts regarding your
interviews.
Strolling Through the Match
FOLLOW-UP
THE NEXT STEP
Immediately Afterward
After you have completed your interviews, the
lion’s share of your work is done. Your only
remaining task is to assess the information you
have collected and use it to establish your rank
order list. You may decide, after completing
your scheduled interviews, that you still haven’t
found what you wanted and think that you’d
better look at some more programs. Don’t be
too frustrated if you feel you have to do this. It’s
better to put in a little extra legwork now than to
have lingering doubts later.
• As soon as possible after the interview, write
down your impressions and update your
checklist.
• When you get home, send a thank you note
to recognize their hospitality and to reaffirm
your interest in the program.
• In reviewing your notes, you may discover
several vital questions that you did not have
the opportunity to ask during the interview.
It is perfectly acceptable to call back for
more information, particularly if one of your
interviewers—frequently a resident—has
invited you to contact him or her for more
information.
Second Looks
Some programs will offer you the opportunity
for a “second look.” Take advantage of the
invitations if you think a second look would
help. In some cases, programs will interpret
your interest in a second look as an indication
of your enthusiasm for the program. In other
cases, a program may discourage second
looks and interpret it as an insult if you request
one. Try to get some insight into this issue
when you talk to the residents in the program.
Take time to decide how to rank the programs
you visited. You may want to put your notes
aside for a while to give yourself some time to
air your thoughts. Talk through your reasoning
with advisors, friends, and family, but remember
that the final decision is yours. The next section
will help you understand how the Match works
so that you can make sure your decisions are
accurately reflected on your rank order list.
The Medical Student’s Guide to Residency Selection 2015–2016
53
SAMPLE CHECKLIST
Residency Program _________________________ Date _________
Overall Rating
Rating Scale: 1=Poor; 2=Fair; 3=Adequate; 4=Good; 5=Excellent
1. Area
7. Curriculum
___ Housing
___ Schools
___ Recreation
___ Climate
___ Distance from Family
___ Practice Opportunities
___ Well Planned
___ Accredited Program
___ Variety of Electives
___ Conferences
___ International
2. Facilities
___ Modern
___ Well Managed
___ Efficient
___ Good Staff
3. Faculty
___ Cognitive
___ Psychomotor
___ Feedback
___ Pyramid
9. Patients
___ Experienced Clinicians
___ Educators
___ Humanistic
___ Adequate Numbers
___ All Socioeconomic Levels
___ Resident Responsibilities/Call
___ Back-up
4. Residents
10. Gut Feeling
___ Full Complement
___ Good Attitude
___ Board-Certified Graduates
All Categories
5. Benefits
___ Salary
___ Health Insurance
___ Malpractice
___ CME/Professional Development
___ Moonlighting
6. Library/Technology
___ Accessible
___ Full-time Librarian
___ Adequate Volumes
___ EHR/EMR
54
8. Evaluation/Advancement
Comments
(A) Positive
_______________________________________
_______________________________________
_______________________________________
_______________________________________
(B) Negative
_______________________________________
_______________________________________
_______________________________________
_______________________________________
Strolling Through the Match
RESIDENCY PROGRAM EVALUATION GUIDE
Use this checklist to evaluate the residency programs in which you are interested.
Residency Program _______________________________________
Rating Scale: 1=Poor; 2=Fair; 3=Adequate; 4=Good; 5=Excellent
On the basis of your needs, rate this residency program’s:
Feature
Rating Comments
Education
Program philosophy
Accreditation
Overall curriculum
Rotations/electives
Rounds (educational vs. work)
Conferences
Number and variety of patients
Hospital library
Resident evaluations
Board certification of graduates
Attending Physicians/Teaching Faculty
Number of full-time vs. part-time
Research vs. teaching responsibilities
Clinical vs. teaching skills
Availability/approachability
Preceptors in clinic
Subspecialties represented
Instruction in patient counseling/education
Hospital(s)
Community or university hospital
Staff physicians’ support of program
Availability of consultative services
Other residency programs
Type(s) of patients
Hospital staff (nursing, lab, pathology, etc.)
Current House Officers
Number per year
Medical schools of origin
Personality
Dependability
Honesty
Cooperativeness/get along together
Compatibility/Can I work with them?
The Medical Student’s Guide to Residency Selection 2015–2016
55
Feature
Rating Comments
Work Load
Average number of patients/HO* (rotation, clinic)
Supervision — senior HO, attending staff
Call schedule
Rounds
Teaching/conference responsibility
“Scut” work
Time for conferences
Clinic responsibilities
Benefits
Salary
Professional dues
Meals
Insurance (malpractice, health, etc.)
Vacation
Paternity/maternity/sick leave
Outside conferences/books
Moonlighting permitted
Surrounding Community
Size and type (urban/suburban/rural)
Geographic location
Climate and weather
Environmental quality
Socioeconomic/ethnic/religious diversity
Safety (from crime)
Cost of living (housing/food/utilities)
Housing (availability and quality)
Economy (industry/growth/recession)
Employment opportunities (for significant other)
Child care and public school systems
Culture (music/drama/arts/movies)
Entertainment — restaurant/area attractions
Recreation — parks/sport/fitness facilities
Program’s Strengths:
Program’s Weaknesses:
* House Officer
Provided by: Summa Barberton Citizen’s Hospital (formerly Barberton Citizens Hospital) Family Practice Residency Program,
155 Fifth Street, N.E., Barberton, Ohio 44203
56
Strolling Through the Match
PATIENT-CENTERED MEDICAL HOME (PCMH) QUESTIONS
TO ASK RESIDENCY PROGRAMS
The patient-centered medical home (PCMH) is the future of primary care in the United States.
Through a personal physician, comprehensive care is coordinated and individualized to improve
both the quality of care and access to cost-effective services. The following questions were
designed to assist medical students who are interviewing with prospective residency programs to
better understand the features of the PCMH and how individual programs have implemented the
principles outlined.
Access to Care
• How does your program provide patientcentered enhanced access (e.g., evening
or weekend hours, open-access [same day]
scheduling, e-visits)?
• How is the team concept practiced? What is
the balance of open access to assurance of
continuity with an assigned provider? How
does the PCMH concept carry over to the
nursing home, hospital, and other providers
(including mental health)?
Electronic Health Records
• What aspects of your medical home are
electronic (e.g., medical records, order entry,
e-prescriptions)?
patients (e.g., diabetic education, asthma
education)? How do you train them and
ensure competency?
• How are you preparing residents to be team
leaders?
Continuous Quality Improvement
• How do you monitor and work to improve
quality of care provided in your medical
home?
• How do you monitor your ability to
meet patients’ expectations (e.g. patient
satisfaction surveys)?
• Does your practice use an electronic health
record that allows patients to communicate
their medical history from home to the health
care team?
• How are residents involved in helping to
enhance practice quality and improve system
innovations? Is quality assurance/practice
improvement activity an integral part of the
organized learning experience, and is it
integrated with training in evidence-based
medicine (EBM) activities?
Population Management
Care Coordination
• Do you use patient registries to track patients
who have chronic diseases and monitor for
preventive services that are due?
• How does your practice ensure care
coordination with specialists and other
providers?
• Does your practice use reminder systems
to alert patients when they are due for
periodic testing (e.g., screening colonoscopy,
PAP smear, mammogram)
or office visits (e.g., annual examination)?
• How does your practice ensure seamless
transitions between the hospital and
outpatient environments?
Team-Based Care
• Who comprises your medical home team,
and how do they work together to deliver
comprehensive care to your patients?
• What services can nonphysician members of
the team (e.g., nurse practitioners, medical
assistants, social workers) provide for
Innovative Services
• What procedural services are offered in your
medical home (e.g., obstetric ultrasound
examination, treadmill stress testing, x-rays)?
• How does your medical home provide group
visits (e.g., prenatal group visit)? For what
types of problems are group visits used and
who participates?
The Medical Student’s Guide to Residency Selection 2015–2016
57
THE GLOBAL HEALTH EXPERIENCE:
FINDING THE RIGHT RESIDENCY PROGRAM
Questions to ask when you’re evaluating a program’s international rotations
Mission
• What is the goal of the international rotation?
•Describe the field experience (e.g., clinical activities, public health initiatives, community
activities, patient education, or other activities).
Funding
• What is the cost to the residents?
•What opportunities exist to seek additional funding for international rotations?
•Will I have professional liability insurance while participating?
•Will my employee benefits (e.g., health insurance, dental insurance) continue while
I am abroad?
Schedule
• How long are the rotations?
• What time of year do residents travel?
•Are certain years (e.g., PGY-1, PGY-2, PGY-3) prohibited from participation?
Location
•In what country (or countries) do the residents engage in international activities?
•Do the residents ever design their own global health experience?
•What policies and processes are in place to ensure resident safety during travel?
Contacts
•How many residents have participated in the past two years?
•Who are the faculty involved? What other international experiences have they had?
• Who do I contact to get more information?
Curriculum
•What are the didactics (e.g., lectures, reading, discussion, debriefing) of the rotation?
•Does the program accept medical students for trips?
•Does the program accept residents from other programs for trips?
58
Strolling Through the Match
NOTES
The Medical Student’s Guide to Residency Selection 2015–2016
59
NOTES
60
Strolling Through the Match
the match:
what it is and how it works
SECTION 6
The Medical Student’s Guide to Residency Selection 2015–2016
61
WHAT IS THE MATCH?
You can find information about the National
Resident Matching Program® (NRMP®) online at
www.nrmp.org. The site contains information
about registration and deadlines, and
describes, in brief, the process through which
the Match is conducted.
The NRMP provides a uniform system by which
residency candidates simultaneously “match”
to first- and second-year postgraduate training
positions accredited by the Accreditation
Council for Graduate Medical Education
(ACGME).
It is uniform in that all the steps of the process
are completed in the same fashion and at the
same time by all applicants and participating
institutions. All students should enroll in the
Match and are bound to abide by the terms
of it; however, if a student is offered a position
by an institution not in the Match, such as
an osteopathic position or an unaccredited
position, his or her dean of student affairs can
withdraw the student before the Match deadline
for changes. Keep in mind that if at least one of
the institution’s residency programs participates
in the Match, all programs in that institution
must offer positions to U.S. allopathic medical
school seniors only through the NRMP or
another national matching program.
It is a violation of NRMP rules for an applicant
or a program to solicit information about how
the other will rank them. If that information is
solicited from you, you are under no obligation
to, nor should you, provide it. It is not a violation
for an applicant or a program to volunteer
information about how one plans to rank the
other. Any verbal indication of ranking is not
binding, however, and the rank order list takes
precedence. Students are advised not to rely
on such verbal remarks when creating their
rank order lists.
62
An applicant who certifies a rank order list
enters into a binding commitment to accept
the position if a match occurs. Failure to
honor that commitment is a violation of the
Match Participation Agreement signed during
registration and triggers an investigation by
the NRMP. If the violation is confirmed, the
applicant may be barred from programs in
Match-participating institutions for one year,
and marked as a violator and/or barred from
future matches for one to three years or
permanently. In addition, the NRMP will notify
the applicant’s medical school, the American
Board of Medical Specialties, and other
interested parties.
The Match is nearly all-inclusive because it
lists almost all first-year positions in ACGMEaccredited training programs. Candidates
for residency positions in some subspecialty
programs will participate in other matches;
however, these candidates must also participate
in the NRMP in order to secure a preliminary
position for each of those specialties. Programs
sponsored by some branches of the Uniformed
Services do not participate in the NRMP.
The entire NRMP process is conducted online
using the Registration, Ranking, and Results®
(R3®) system. Users can access R3 through the
NRMP website at www.nrmp.org. Applicants
pay their registration fees online with a credit
card, enter their rank order lists, and receive
Match results via the Internet.
The following section includes a detailed
example from the NRMP, that illustrates how the
Match works. In reading through this example,
you will see how the Match accomplishes, in
one day, what once took weeks of negotiation
between residency applicants and hospitals
when no NRMP existed. It is possible that you
could not get the position you preferred; you
may not match at all. However, the following are
some simple guidelines that can help to ensure
the best possible match for you.
Strolling Through the Match
• Do not overestimate yourself. Although
you may think you will match at your top
choice, you increase your chance of not
matching by listing only one program.
• Do not underestimate yourself. If you really
want to go somewhere in particular, rank
that program first, even if you do not think
you have much chance. The program may
not get its top 10 choices, and you might
be number 11 on its list. It will not negatively
influence your chances of matching to lesscompetitive programs lower on your list.
Remember, no one but you will know what
rank you matched.
• Do not list programs that you do not want.
You may end up at a program that you really
did not want. Decide whether it is better to be
unmatched than to be matched to a program
that you don’t want.
• Remember that the order in which you
rank programs is crucial to the Match
process. Upon casual consideration, one or
more programs may seem fairly equivalent
to you, but if you take the time to consider
carefully, you may discover reasons you
would rank one program higher than
another. The Match computer is fair, but
it is also indifferent to anything other than
the rank order list provided. If you rank one
program above another, it will put you in the
first program if it can, without stopping to
consider that, after all, maybe geographic
location is more important to you than a
higher faculty-to-resident ratio.
• Do not make your list too short. On
average, unmatched students’ lists were
shorter than matched students’ lists.
Students selecting highly competitive
specialties are advised to make longer lists.
These are just some of the guidelines that will
help you as you begin the process of entering
the Match. More information is posted to the
NRMP website at www.nrmp.org in a report
titled Charting Outcomes in the Match. In
addition, keep an eye out for notices regarding
information from the NRMP.
Not everyone will match to a position, and it
is not true that only “bad” programs do not
fill. A program may not fill if its rank order list
is at odds with the applicants who ranked it,
or if it is too short. There will likely be several
programs with unfilled positions that you would
find desirable. In some cases, it may mean
accepting a position in another specialty that
you were considering as a second choice or
were considering as preparation for the next
year’s Match. Your dean’s office is prepared to
counsel students who do not match. Applicants
who do not match and programs that do not
fill participate in the Match Week Supplemental
Offer and Acceptance Program® (SOAP®).
Information about SOAP is available in Section 7
and at www.nrmp.org/residency/soap.
The Medical Student’s Guide to Residency Selection 2015–2016
63
ALL-IN POLICY
Any program that participates in the Match
must register and attempt to fill all of its
positions through the Match or another
national matching plan.
The All-in Policy applies to positions for which
the NRMP offers matching services, including
PGY-1, PGY-2, and, in rare cases, PGY-3
positions. This policy does not apply
to fellowship programs. Find more details
on the policy in the NRMP’s FAQ section at
www.nrmp.org.
Exceptions
• Rural Scholars Programs: Students commit
during medical school to a primary care
specialty at that school.
• Family Medicine Accelerated Programs:
Students graduate from medical school in
three years, make an early commitment to
family medicine, and are channeled into that
track.
• Post-SOAP Positions: Preliminary positions
created by programs at the conclusion of the
SOAP for partially matched applicants who
failed to obtain the PGY-1 position required to
fulfill their binding PGY-2 Match commitment.
• Off-cycle Appointments: If training would
begin prior to February 1 in the year of
the Match, the position can be offered
outside the Match; if training would begin
after February 1, the position must be filled
through the Match.
64
Strolling Through the Match
HOW THE MATCHING ALGORITHM WORKS
Since 1998, the NRMP has used an applicant-proposing algorithm in all its Matches. The following
example illustrates how the NRMP may best be used by all participants to prepare rank order lists
and how the matching algorithm works.
Reprinted with permission of the National Resident Matching Program:
National Resident Matching Program
2121 K Street, Suite 1000
Washington, DC 20037-1127
The NRMP matching algorithm uses the
preferences expressed in the rank order lists
submitted by applicants and programs to place
individuals into positions. The process begins
with an attempt to place an applicant into
the program indicated as most preferred on
that applicant’s list. If the applicant cannot be
matched to this first choice program, an attempt
is then made to place the applicant into the
second choice program, and so on, until the
applicant obtains a tentative match, or all the
applicant’s choices have been exhausted.
An applicant can be tentatively matched to a
program in this process if the program also ranks
the applicant on its rank order list, and either:
•T
he program has an unfilled position. In this
case, there is room in the program to make
a tentative match between the applicant and
program.
•T
he program does not have an unfilled position, but the applicant is more attractive to the
program than another applicant who is already
tentatively matched to the program. In this
case, the applicant who is the least preferred
current match in the program is removed from
the program to make room for a tentative
match with the more preferred applicant.
Matches are “tentative” because an applicant
who is matched to a program at one point in
the matching process may be removed from the
program at some later point to make room for
an applicant more preferred by the program, as
described in the second case above. When an
applicant is removed from a previously made
tentative match, an attempt is made to re-match
that applicant, starting from the top of his/her
list. This process is carried out for all applicants,
until each applicant has either been tentatively
matched to the most preferred choice possible,
or all choices submitted by the applicant have
been exhausted. When all applicants have
been considered, the Match is complete and all
tentative matches become final.
Applicants’ Rank Order Lists
Eight applicants are applying to four programs. After considering the relative desirability of each
program, the applicants submit the following rank order lists to the NRMP.
AndersonBrown
Chen
Davis
Eastman Ford
Garcia
Hassan
1. City
1. City
1. City
1. Mercy
1. City
1. City
1. City
1. State
2. Mercy
2. Mercy
2. City
2. Mercy
2. General
2. Mercy
2. City
3. General
3. State
3. Mercy 3. State
3. Mercy
4. State
4. General
4. State
4. General
4. General
The Medical Student’s Guide to Residency Selection 2015–2016
65
Applicant Anderson makes only a single
choice, City, because he believes, based on
remarks he heard from the program director, that
he would be ranked very highly at City, and he
in turn assured the director that he would rank
City number one. It is acceptable for programs
to express a high level of interest in applicants
to recruit them into their program and for
applicants to say that they prefer one program
over other. Such expressions, however,
should not be considered as commitments.
Applicant Brown ranks only the two programs
that were on every applicant’s list: Mercy and
City. He is willing to go elsewhere but has
ranked only those two programs because he
believes he is very competitive. A member of
Alpha Omega Alpha chosen in his junior year,
he believes that he is a particularly desirable
applicant. Applicants should consider ranking
all programs they are willing to attend to
reduce the likelihood of not matching at all.
Applicant Chen ranks City, which she prefers,
and Mercy. Standing first in her class in her
junior year, she knows that she is a desirable
applicant, and she has been assured by the
program director at Mercy that she will be
ranked first. She thinks that Mercy will in fact
rank her first, and so she reasons that there is
no risk of her being left unmatched, even if she
does not rank additional programs. Unmatched
applicants have shorter lists on the average
than matched applicants. Short lists increase
the likelihood of being unmatched.
66
Applicant Ford would be very pleased to
end up at State, where she had a very good
clerkship, and believes they will rank her high on
their list. Although she does not think she has
much of a chance, she prefers City, General,
or Mercy, so she ranks them higher and ranks
State fourth. This applicant is using NRMP to
maximum advantage.
Applicant Hassan is equally sure he will be
able to obtain a position at State, but he, too,
would prefer the other programs. He ranks State
first because he is afraid that State might fill its
positions with others if he does not place it first
on his list. Applicants should rank programs
in actual order of preference. Their choices
should not be influenced by speculation about
whether a program will rank them high, low,
or not at all. The position of a program on an
applicant’s rank order list will not affect that
applicant’s position on the program’s rank order
list, and therefore will not affect the program’s
preference for matching with that applicant
as compared with any other applicants to the
program. During the matching process, an
applicant is placed in his/her most preferred
program that ranks the applicant and does not
fill all its positions with more preferred applicants.
Therefore, rank number one should be the
applicant’s most preferred choice.
Applicants Davis, Eastman, and Garcia have
interviewed at the same programs. Like the
other applicants, they desire a position at City
or Mercy and rank these programs either first or
second, depending on preference. In addition to
those desirable programs, those applicants also
list State and General lower on their rank order
lists. They are using NRMP well.
Strolling Through the Match
Programs’ Rank Order Lists
Two positions are available at each program. The four programs, having determined their
preferences for the eight applicants, also submit rank order lists to the NRMP.
Mercy
City General State
1. Chen
1. Garcia
1. Brown
1. Brown
2. Garcia
2. Hassan
2. Eastman
2. Eastman
3. Eastman
3. Hassan
3. Anderson
4. Anderson
4. Anderson
4. Chen
5. Brown
5. Chen
5. Hassan
6. Chen
6. Davis
6. Ford
7. Davis
7. Garcia
7. Davis
8. Ford
8. Garcia
The program director at Mercy Hospital
ranks only two applicants, Chen and Garcia,
for his two positions, although several more
are acceptable. He has insisted that all
applicants tell him exactly how they will rank
his program and both of those applicants have
assured him that they will rank his program
very highly. He delights in telling his peers at
national meetings that he never has to go far
down his rank order list to fill his positions.
The advantage of a matching program is that
decisions about preferences can be made in
private and without pressure. Both applicants
and programs may try to influence decisions
in their favor, but neither can force the other
to make a binding commitment before the
Match. The final preferences of program
directors and applicants as reflected on the
submitted rank order lists will determine the
placement of applicants.
list, however, he ranks more desired applicants
higher. He also ranks all of the acceptable
applicants to his program. He is using the
NRMP well.
The program directors at City and General
have participated in the matching process
before. They include all acceptable applicants
on their rank order lists, with the most preferred
ranked high. Those program directors are not
concerned about filling their available positions
within the first two ranks. They prefer to try
to match with the strongest, most desirable
candidate. They are using the NRMP to
maximum advantage.
The process is now complete: each applicant
has either been tentatively matched to the
most preferred choice possible, or all choices
submitted by the applicant have been exhausted.
Current tentative matches are now finalized.
The program director at State feels that his
program is not the most desirable to most of
the applicants, but that he has a good chance
of matching Ford and Hassan. Instead of
ranking those two applicants at the top of his
The Medical Student’s Guide to Residency Selection 2015–2016
67
Here’s another example of the matching algorithm process at work, in tabular form.
APPLICANT
TRY TO PLACE IN
CURRENT PROGRAM
STATUS
ACTION / RESULT
(Shaded boxes indicate
the final matches when the
process is completed.)
ANDERSON
1. City
City has 2 unfilled positions.
Tentatively match Anderson
with City.
BROWN
1. City
City has 1 unfilled position.
Tentatively match Brown
with City.
CHEN
1. City
City is filled with more
preferred applicants.
2. Mercy
Mercy has 2 unfilled
positions.
1. Mercy
Mercy did not rank Davis.
2. City
City is filled with more
preferred applicants.
3. General
General has 2 unfilled
positions.
1. City
Although filled, City prefers
Brown is removed from City
Eastman to its least preferred to make room for Eastman.
current match (Brown).
Tentatively match Eastman
with City.
DAVIS
EASTMAN
Tentatively match Chen with
Mercy.
Tentatively match Davis with
General.
Since Brown has just been
removed from a previous
tentative match, an attempt
must now be made to
re-match Brown.
BROWN
FORD
GARCIA
1. City
City is filled with more
preferred applicants.
2. Mercy
Mercy did not rank Brown.
1. City
City is filled with more
preferred applicants.
2. General
General did not rank Ford.
3. Mercy
Mercy did not rank Ford.
4. State
State has 2 unfilled
positions.
Tentatively match Ford with
State.
1. City
Although filled, City prefers
Garcia to its least preferred
current match (Anderson).
Anderson is removed from
City, to make room for
Garcia. Tentatively match
Garcia with City.
Brown remains unmatched.
Since Anderson has just
been removed from a
previous tentative match, an
attempt must now be made
to re-match Anderson.
ANDERSON
1. City
City is filled with more
preferred applicants.
Anderson remains
unmatched.
HASSAN
1. State
State has 1 unfilled position.
Tentatively match Hassan
with State.
68
Strolling Through the Match
Note that the applicants Anderson and Brown went unmatched because they listed too few choices.
Applicant Hassan could have matched at City had he ranked choices in order of preference.
Also note that Mercy, which ranked only two applicants, and General, which ranked seven out of
eight, had unfilled positions. General could have matched with Ford, who ranked it second, had
Ford been on its rank order list.
Summary of Guidelines for the Preparation of Applicant Rank Order Lists
1. Applicants are advised to include on their rank order lists only those programs that represent
their true preferences.
2. Programs should be ranked in sequence, according to the applicant’s true preferences.
3. Factors to consider in determining the number of programs to rank include the competitiveness
of the specialty, the competition for the specific programs being ranked, and the applicant’s
qualifications. In most instances, the issue is not the actual number of programs on the rank
order list, but whether to add one or more additional programs to the list in order to reduce the
likelihood of being unmatched.
4. Applicants are advised to rank all of the programs deemed acceptable (i.e., programs where
they would be happy to undertake residency training). Conversely, if an applicant finds certain
programs unacceptable and is not interested in accepting offers from those programs, the
program(s) should not be included on the applicant’s rank order list.
Updated 11/3/2014
The Medical Student’s Guide to Residency Selection 2015–2016
69
NOTES
70
Strolling Through the Match
the soap – supplemental
offer and acceptance program
SECTION 7
The Medical Student’s Guide to Residency Selection 2015–2016
71
WHAT IS THE SOAP?
The Supplemental Offer and Acceptance Program® (SOAP®) is a National Resident Matching
Program® (NRMP®)-run program that takes place during Match week to match any unfilled
residency positions with unmatched applicants. The SOAP requires the exclusive use of the
Electronic Residency Application Service (ERAS®) by both applicants and programs during
Match week to express preferences, and make and receive offers for unfilled positions. There
are eight rounds of offers in the SOAP from Monday through Thursday of Match week. In 2014,
1,067 unmatched positions were offered in the SOAP, and 998 of those offers were accepted. By
the conclusion of the SOAP, 69 positions remained, which represented approximately the same
percentage of unmatched positions as in 2013 (61 positions remaining out of an original 939).
More than 40% of SOAP participants are non-U.S. citizen international medical graduates, followed
by more than 25% who are U.S.-citizen international medical graduates. U.S. seniors make up
15% of SOAP participants. More than half of the positions offered in the SOAP were PGY-1 only
(preliminary or transitional year).
Applicants who participate in the SOAP find out that they are not matched on Monday of Match
week. Their match, however, is announced along with applicants who matched in the Main
Residency Match on Friday.
Positions fill quickly in the SOAP, and accepted offers create a binding commitment. If you
participate in the SOAP, be honest, thorough, and critical in your assessment of programs and
their offers before accepting.
Exclusive use of ERAS is required by applicants and programs during the SOAP. Eligible SOAP
applicants will be able to access a list of unfilled programs that have positions for which they are
eligible through ERAS. Programs will be able to access applications through ERAS and make
offers. Contact outside of ERAS between programs and applicants constitutes a Match violation.
For more information on the SOAP, visit nrmp.org/residency/soap.
72
Strolling Through the Match
NOTES
The Medical Student’s Guide to Residency Selection 2015–2016
73
NOTES
74
Strolling Through the Match
resources
SECTION 8
The Medical Student’s Guide to Residency Selection 2015–2016
75
RESOURCES AND
REFERENCES
The following is a selection of books, articles,
and online references.
Books
• Freeman BS. The Ultimate Guide to Choosing
a Medical Specialty, Third Edition. New York:
McGraw-Hill Medical; 2012.
Online Residency
Directories
• Accreditation Council for Graduate Medical
Education Program Search
www.acgme.org/ads/Public/Programs/
Search
• A
merican Medical Student Association
Online Residency Directory
r esidencyandmedicaleducationguide.
com/
• Iserson KV. Iserson’s Getting into a
Residency: A Guide for Medical Students,
Sixth Edition. Tucson, AZ: Galen Press,
Student Ltd.; 2003.
• Directory of Family Medicine Residency
Programs, hosted by the American Academy
of Family Physicians
www.aafp.org/residencies
• Taylor AD. How to Choose a Medical
Specialty: Fifth Edition. Minneapolis, MN:
Publish Green; 2012.
• Fellowship and Residency Electronic
Interactive Database Access (FREIDA
Online®), hosted by the American Medical
Association www.ama-assn.org/ama/pub/
education-careers/graduate-medicaleducation/freida-online.page
• Tysinger JW. Resumes and Personal
Statements for Health Professionals, Second
Edition. Tucson, AZ: Galen Press, Ltd.; 1999.
Journals
• American Family Physician, American
Academy of Family Physicians
www.aafp.org/journals/afp.html
• Journal for Minority Medical Students,
Spectrum Unlimited msJAMA Online,
American Medical Association Medical
Student Section
www.spectrumpublishers.com/magazine.
php?id=2
• The New Physician, American Medical
Student Association
www.amsa.org/AMSA/Homepage/
Publications/TheNewPhysician.aspx
76
• Find a Resident website, hosted by the
Association of American Medical Colleges,
an online service to assist programs with
filling unanticipated vacancies and to help
applicants identify residency and fellowship
opportunities that are not available via ERAS
and the NRMP
www.aamc.org/findaresident
• Interactive Internal Medicine Residency
Database, hosted by the American College
of Physicians-Internal Medicine
www.acponline.org/medical_students/
residency/
Strolling Through the Match
Other Websites
Organizations
• American Medical Association Medical
Student Section
www.amaMedStudent.org
• Accreditation Council for Graduate
Medical Education
515 North State Street, Suite 2000
Chicago, IL 60654
(312) 755-5000
www.acgme.org
• American Osteopathic Association (AOA)
Intern/Resident Registration Program,
sponsored by the AOA and administered by
National Matching Services, Inc.
natmatch.com/aoairp
• Association of American Medical Colleges
Careers in Medicine
www.aamc.org/cim
• Electronic Residency Application Service
(ERAS®)
www.aamc.org/students/medstudents/
eras/
• Family Medicine Interest Groups
www.aafp.org/fmig
• National Resident Matching Program
www.nrmp.org
• San Francisco Match
www.sfmatch.org
®
• American Academy of Family Physicians
11400 Tomahawk Creek Parkway
Leawood, KS 66211
(800) 274-2237
www.aafp.org
• American Medical Association
515 N. State Street
Chicago, IL 60610
www.ama-assn.org
• Association of American Medical Colleges/
Electronic Residency Application Service
(ERAS)
655 K Street, NW
Washington, DC 20001-2399
(202) 828-0400
www.aamc.org/eras
• National Resident Matching Program
2121 K Street, NW, Suite 1000
Washington, DC 20037
(866) 653-6767 or (202) 400-2233
www.nrmp.org
The Medical Student’s Guide to Residency Selection 2015–2016
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NOTES
78
Strolling Through the Match
About the American Academy of Family Physicians
Founded in 1947, the AAFP represents 115,900 physicians and medical students nationwide. It is the
only medical society devoted solely to primary care.
Approximately one in four of all office visits are made to family physicians. That is nearly 214
million office visits each year—nearly 74 million more than the next largest medical specialty. Today,
family physicians provide more care for America’s underserved and rural populations than any
other medical specialty. Family medicine’s cornerstone is an ongoing, personal patient-physician
relationship focused on integrated care.
To learn more about the specialty of family medicine, the AAFP’s positions on issues and clinical
care, and for downloadable multi-media highlighting family medicine, visit www.aafp.org/media. For
information about health care, health conditions, and wellness, please visit the AAFP’s award-winning
consumer website, www.familydoctor.org.
Explore Family Medicine
aafp.org/med-ed